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Impact of New Information Technologies on Teachers and Students

Impact of New Information Technologies on Teachers and Students. Seventh World Conference on Computers in Education (WCCE) Copenhagen, Denmark August 2, 2001 Gerald Knezek & Rhonda Christensen Department of Technology and Cognition, University of North Texas Denton, Texas, USA

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Impact of New Information Technologies on Teachers and Students

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  1. Impact of New Information Technologies on Teachers and Students Seventh World Conference on Computers in Education (WCCE) Copenhagen, Denmark August 2, 2001 Gerald Knezek & Rhonda Christensen Department of Technology and Cognition, University of North Texas Denton, Texas, USA gknezek@tenet.edu & rhondac@tenet.edu

  2. Findings Regarding Teachers • Teachers’ Needs and Beliefs • Teachers’ Attitudes • Teachers’ Attitudes by Stages • Online Data Collection/Feedback

  3. Teachers’ Needs & Beliefs • Needs depend on motives, training, resources • Emerging Model is Will, Skill, Tool • Beliefs are independent of resources • Beliefs are consistent across nations

  4. Teacher Attitudes Teacher Technology Classroom Skills Practices Technology Availability_Use Will, Skill, Tool Model ofTechnology Integration Achievement

  5. Reading Technology Proficiency TAC TAAS Achievement TAT Will ITBS TPSA-Email CBAM-LOU TPSA-Web Classroom Integration Skill TPSA-IA Adoption TPSA-TT CHOURS Technology Home-PC Home-WWW Facilities Model of Technology Integration

  6. CBAM Levels of Use • One item, Self- assessment • 8 levels • Non-use • Orientation • Preparation • Mechanical Use • Routine Use • Refinement • Integration • Renewal

  7. Stages of Adoption • One item, self assessment • Six Stages • Awareness • Learning the Process • Understanding and application of the process • Familiarity and confidence • Adaptation to other contexts • Creative applications to new contexts

  8. Stages of AdoptionPre-post Measure in Texas

  9. Texas Teacher Skills 1999 (n=262)

  10. Texas Teacher Attitudes by Stage 1998 (n=1141)

  11. Findings Regarding Students • High vs. Low Integration Classrooms • Home Computer Access • Age Trends • Gender Differences • Attitudes Toward School

  12. Grade 1-12 TrendsAcross 14 Texas Schools (Spring 2000)

  13. Gender Differences

  14. Gender Differences Cont.

  15. References • Becker, H. (2000). Pedagogical motivations for student computer use that lead to student engagement. Center for Research for Information Technology and Organization. [Online] Available: http://www.crito.uci.edu • Hall, G.E. & Rutherford, W. L. (1974). Concerns Questionnaire. Procedures for Adopting Educational Innovations/CBAM Project. R&D Center for Teacher Education, University of Texas at Austin. • Knezek, G., & Christensen, R. (2000). Refining best teaching practices for technology integration: KIDS project findings for 1999-2000. Denton, TX: University of North Texas. 132 pages. • Milken, (1999). Milken Exchange on Education Technology and Peter D. Hart Research Associates. Transforming learning through technology. [Online] Available: http://www.mff.org/edtech • Russell, A. L. (1995). Stages in learning new technology: Naïve adult email users. Computers in Education, 25(4), 173-178.

  16. See Findings/Online Instruments athttp://iittl.unt.edu/ • Comprehensive ICT Survey (with graphical feedback profile) http://data1.unt.edu/wcce_demographics.html • Brief ICT Survey (with graphical feedback profile) http://data1.unt.edu/wcce2_demographics.html • IITTL Web Site http://www.iittl.unt.edu/PLANIT

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