Staff development in educational computing: A study of the relationship to elementary teachers' use of computers
Abstract
The relationship between current staff development practices and the implementation of computer use in elementary schools was investigated. The research question was: What are the relationships between elementary teachers' computer use and their participation in different models of staff development for educational computing. The methodology utilized a correlational design. Participants were selected in a stratified random sample from 60 elementary schools in five Indiana school corporations. Data were collected in a questionnaire mailed to 180 elementary teachers in grades one through five. Multiple regression and analysis of variance were employed. The dependent variable was elementary teachers' use of computers. The primary independent variables of interest were teachers' participation in activities categorized into the five models of staff development for computer use. Additional variables included in the data analysis were personal factors including the grade level and years of teaching experience; teachers' areas of concern involving computers; contextual factors, including the number of computers available, the accessibility of computers, the support for computer use, and the principals' leadership related to computer use. The conclusions in this study are that four staff development models have a significant relationship to elementary teachers' computer use: the individually guided model, the training model, the developmental/improvement model, and the observation/assessment model. One staff development model, the inquiry model, was not significant in explaining the variation in these teachers' computer use. Further, different staff development models were related to teachers' overall computer use; teachers' computer use for planning, management, communication, and instruction; and students' computer use. Only five other independent variables demonstrated an important relationship to teachers' computer use: teachers' stages, or areas, of concern related to computer use, principals' leadership in computer use, the presence of at least one classroom computer, home computers for teachers' use, and the number of classroom computers. The findings related to teachers' concerns, principals' leadership, and access to computers in this study are congruent with those in the Rand Study (Berman & McLaughlin, 1978), the Bank Street Study (Sheingold & Hadley, 1990), and the Stages of Concern studies (Hall, George, & Rutherford, 1986).
Degree
Ph.D.
Advisors
Kline, Purdue University.
Subject Area
School administration|Educational software
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