Teachers and technology: Meeting changing needs
Abstract
The purpose of this study was to examine the relationship between teachers' concerns about a technology innovation and the successful implementation of that innovation. The study investigated the technology training and support given to teachers in an elementary school while they were engaged in the early implementation of that technology innovation. It specifically compared the concerns of teachers who participated in a 4-day intensive technology program called Success with teachers who did not have the opportunity to participate. A qualitative design was employed for the single case study. To gather data for the study, the Stages of Concern Questionnaire (SoC) was used for the systematic study of the teachers' concerns. The questionnaire was administered three times to the elementary staff during the study. Additional data collection and analytic strategies involved the analysis of interviews of selected staff members. In addition, informal data that included written evaluations of training opportunities, school records, and documents were also examined. These documents expanded, clarified, and served as a check on the data. The findings from the data indicate that a variety of influences appear to have impacted teachers, concerns during the year of the study. These included the professional development opportunities in which teachers' participated, actual classroom usage of the computer with students and themselves, and collegial and administrative support. The study identifies supports that were helpful to the process as well as impediments. According to the teachers, the most helpful supports that they received during the process were the excellent training they received, the skill and patience of the technology staff, the support of colleagues, and the encouragement and assistance they received from the building principal. All four areas assisted the teachers to move along the continuum toward mastery of the innovation. The study demonstrated that those involved in the process of change must attend to the concerns of the participants. The study is grounded in the belief that an organization can achieve its goals if the personal side of change is attended to. The study invites educators involved in an initiative to reflect on the own strategies for staff development and change.
Subject Area
Educational administration|Teacher education|Educational technology
Recommended Citation
Morton, Susan Ellen, "Teachers and technology: Meeting changing needs" (1999). ETD Collection for Fordham University. AAI9938892.
https://research.library.fordham.edu/dissertations/AAI9938892
