Experienced teachers' perceptions of learning and using computer technology

Rick Alan Snoeyink, Purdue University

Abstract

This study explored the perceptions and roles of experienced teachers as they learned and began using computer technology in their teaching. A 2nd grade, a 4th grade, and a 6th grade teacher, each a computer novice with several years of teaching experience, were studied for two years as they learned to use computers and made decisions about how to use them in their teaching. The research questions guiding this study focused on incentives and barriers to learning and using computer technology, professional development approaches, and teaching roles indicated by traditional and constructivist characteristics. Using a phenomenological framework, I gathered individual case study data from a variety of sources. Information from these was interpreted through a constant comparative method of analysis. Individual case studies and a cross-case comparison revealed several general patterns. First, seeing the educational purpose of using computers was a significant motivating factor in these teachers' choices to learn and use computers in their teaching. However, unless the purpose was presented in a specific, concrete, grade-appropriate way, and some basic computer skills had already been learned, the associated computer activities were often viewed as too difficult and out of reach. When an educational purpose for using computers became clear, lack of time as a barrier diminished. Another general pattern was that first-order or extrinsic incentives for learning and using computers preceded second-order or intrinsic incentives, while teachers often used first-order barriers to mask second-order barriers. Additionally, as teachers' computer competence and confidence increased, they relied less on trainer-directed professional development, realized the value of observing other teachers using technology, and took more responsibility for their own learning. In general, as teachers used computers more in their teaching, they exhibited more constructivist teaching role indicators. Recommendations for professional development included equipping teachers with basic computer skills before attempting integration training, making time during the school day through team teaching for teachers to learn computer skills, and treating teachers as unique, individual learners. Specific recommendations for teachers were that they consider their own learning preferences as they teach their students and that they learn from their computer savvy students.

Degree

Ph.D.

Advisors

Ertmer, Purdue University.

Subject Area

Educational technology|Teacher education|Elementary education

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