Belief Drives Action: How Teaching Philosophy Affects Technology Use in the Classroom

Autor/in	Gritter, Aaron
Institution	University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation
Titel	Belief Drives Action: How Teaching Philosophy Affects Technology Use in the Classroom
Quelle	(2005), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Philosophy; Computer Uses in Education; Laptop Computers; Teacher Surveys; Science Teachers; Mathematics Teachers; Middle School Teachers; Grade 7; Grade 8; Teaching Experience; Educational Attainment; Maine + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Computernutzung; Laptop computer; Laptop; Computer; Digitalrechner; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsabschluss; Bildungsgut
Abstract	The initial phase of the Maine Learning Technology Initiative (MLTI) provided all 7th and 8th grade students and their teachers with laptop computers. In the fall of 2003, a survey of all teachers involved with the program was administered by Maine Education Policy Research Institute to determine how and to what extent the technology was being used. An analysis of the surveys was completed to answer the following questions: (1) Can responses on teaching philosophy questions be used to predict the amount a teacher uses their laptop?; (2) Can responses on teaching philosophy questions be used to predict the amount students use laptops in their classroom?; and (3) Do prior computer experience, content area, teaching experience, or education levels affect the philosophy-usage relationship? Teacher responses were analyzed as a whole and also by content area with a focus on how math and science teachers use computers compared to teachers in the other content areas. The analysis of the survey responses shows that there is evidence that teaching philosophy does impact computer use both by the teachers themselves and by the students in their classrooms. The best predictor of computer use is prior computer experience. This may suggest a need for additional pre-service computer training and on-going professional development if computers are going to be used extensively in all classrooms. A list of the items analyzed found on the Teacher Survey Form B-Fall 2003 is appended. (Contains 8 resources.) (ERIC).
Anmerkungen	Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://www.cepare.usm.maine.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10