Doctoral Dissertations

Date of Award

12-1998

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

E. Dale Doak

Committee Members

Laurence J. Coleman, Stephanie O. Robinson, Carol Tenopir

Abstract

This study used grounded theory methodology to develop a model of how teachers in a single, typical school made technology a part of teaching. Unlike other studies that have looked only at exemplary technology using teachers or teachers in technology rich schools, this study examined how teachers in a single elementary school with typical technology resources made technology a part of their teaching.

Eagleton school was chosen as a typical school based on its comparison to average school size and technology resources. Teacher interviews and classroom observations were completed during a single school year. The data was analyzed using the techniques of grounded theory.

For the Eagleton teachers the process of making technology a part of teaching was like fitting a new piece into the puzzle that is their classroom. There were two key concepts that propelled the teachers forward toward making the piece fit: knowledge and enjoyment. These two concepts were related to each other in a spiral fashion. As teachers increased their knowledge of the computer, they increased their acceptance and enjoyment of the computer.

Knowledge develops along a continuum from a time in which teachers are dependent on the knowledge of others to a time when they are independent learners. An important part of moving forward on the knowledge continuum is the development of a foundation of basic knowledge. Enjoyment develops along a continuum from a time in which the computer is new and unfamiliar to teachers to a time when teachers are comfortable with and enjoy using the computer. An important part of moving forward along the enjoyment continuum is overcoming fear.

Two factors influenced this spiral movement of knowledge and enjoyment: students and resources. As a result of the process of making the computer a part of teaching the other pieces of the puzzle, such as the decisions that teachers made about time devoted to learning activities, the structure of those activities, and the management of students while they were completing the activities, changed in some way. Teachers devoted time to computer use by setting aside times for their students to experience using the computer and to meet curricular objectives. The most frequent use of the computer for most teachers with only one computer was with the whole group activity structure. Teachers also used computers with individuals during independent work time. Partners were used occasionally by teachers. Small groups were used less frequently. Teachers developed a series of routines to manage computer use. These routines fell into three types: routines to establish independent work skills, routines used during a special computer time, and routines for individual student use during independent work time.

For the Eagleton teachers, the computer is a part of their everyday lives. It is used for non-teaching tasks such as creating worksheets, calculating grades, and communicating with other teachers and staff. The shape of the computer piece of the puzzle was very similar for all the Eagleton teachers. The majority of teachers used the computer as a supplement, an extra. They see that the computer has potential as an instructional tool. They are still struggling to find ways to make use of that potential.

Each individual teacher has begun a gradual process of fitting the computer into the puzzle, spurred on by student interest and excitement about computers and growing resources. Some teachers were progressing at a slower pace than others, but all the teachers were moving forward. No single teacher had totally refused to use the computer.

What is striking about the results of this research is that the Eagleton teachers’ routines and practices when using the computer were so very similar. Unlike other studies which report typologies of teachers based on computer use, there was no clear typology of teachers found in this study. The Eagleton teachers showed few developmental changes or stages. The Eagleton teachers did not report that the computer changed their practice. There was not a move toward progressive practices. The limited developmental stages and the similarity of instructional use of the computer demonstrated the importance of context in the process of making the computer a part of teaching.

In order for the computer to bring about educational change, educators will need to consider the context. Simply introducing the computer to teachers will not bring about educational change. When we introduce technology we need to set clear pedagogical goals for what we want that technology to accomplish. Teachers should be an integral part of the decision making process for it will be the common, typical teachers who will implement any goals that are set.

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