Student trainers as resource technologists (Project START): A study on classroom interactions and use of student trainers

Carole Hruskocy, Purdue University

Abstract

Guided by symbolic interactionism and the tenets of case-based research, this study explored the use of student technology trainers as part of a university/elementary school technology integration effort, Project START. Specifically, classroom and computer lab interactions between teachers, student trainers, and their peers were recorded throughout the 1997–98 school year. Interactions were defined as occasions observed by the researcher where student trainers were assisting their teachers or peers at the computer. Additionally, interactions reported by both teachers and student trainers were an integral part of this research. This study consisted of case studies of five teachers and eleven student technology trainers. Student trainers received specialized training on computer hardware and software as part of Project START during the previous school year. Each participating teacher had at least two student trainers assigned to her homeroom. Data collected included classroom observations, student and teacher interviews, teacher journals, and student artifacts. Using the constant comparative method of analysis, categories and subcategories were developed from each teacher's data. A cross-case analysis of all five teachers' data was used to generate overall findings. Three general findings emerged from the data which detailed type of interactions as well as possible conditions affecting interactions. A variety of interactions were observed by the researcher and described by both teachers and student trainers. Student trainers were used most often as tutors and troubleshooters helping their teachers and peers with new technology skills and answering “how to” questions. Conditions that impacted use of student trainers were also identified. Conditions included classroom use of technology, teacher barriers to technology integration, and student trainer characteristics. Implications for use of student trainers are included as well as suggestions for future research. Evaluation notes on Project START are provided to inform future technology integration efforts using students as resource technologists.

Degree

Ph.D.

Advisors

Ertmer, Purdue University.

Subject Area

Teacher education|Educational software|Elementary education

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