Teachers' Attitudes towards Computers in the Classroom and Differentiated Instruction

1. Teachers’ Attitudes toward the Use of Computers in the Classroom and Differentiated Instruction and Instructional Technology Margherita N. Proscia Dowling College Oakdale, NY USA Mnp3@dowling.com Frances M. Ulrich Dowling College Oakdale, NY USA Fmu1@dowling.edu Peter Nicolino Dowling College Oakdale, NY USA pnicolino@pmschools.org Elsa-Sofia Morote Dowling College Oakdale, NY USA americanprofessor@aol.com

2. This study attempted to determine whether the level of knowledge, and comfort with both differentiated instruction (DI), and instructional technology (IT), can be used to predict teachers’ attitude toward the use of computers.

3. There were four variables: the knowledge of DI (Differentiated Instruction) the knowledge of (IT) Instructional Technology the comfort level of DI, and the comfort level of IT. Seven public school districts participated, in which all classrooms were connected to the Internet. In addition, the study examined the interrelationships between differentiated instruction and instructional technology which were positively correlated.

4. There were 100 teachers who responded to the survey from three school districts. The teachers instructed kindergarten through sixth grade and were surveyed in Long Island, New York. A seven part survey was completed which included a demographic section (part one), a seven-point Likert scale (parts two - six), and two open-ended questions (part seven).

5. It was observed there is an inverse relationship of teachers’ level of knowledge and comfort with differentiated instruction. The teachers’ attitude toward the use computers has a strong correlation with instructional technology. The significance of the study was that teachers with a high comfort level with DI indicated a -.10 toward the attitude of use of computers in the classroom. Teachers with a high level of knowledge with DI also indicated -.17 toward the use of computer in the classroom.

6. IT knowledge r=88 β=.16 r=.63 IT comfort r=.54 Β=.54 .r=62 Rsq=.30 Β=-.17 Attitude toward using computer in the classroom DI knowledge r=.65 r=.91 Β=-.10 err DI comfort A path analysis was completed to ascertain the correlation between comfort and knowledge of Differentiated Instruction and Information Technology and the teachers’ attitude toward the use of or lack of use of computers in the classroom. Figure 1 Path Analysis of Knowledge and Comfort with Differentiated Instruction (DI) and Instructional Technology (IT). How did the level of knowledge and comfort of teachers towards differentiated instruction and instructional technology affect a teacher’s attitude toward use of computers in the classroom?

7. Mediation by principals or lead teachers may be necessary to guide teachers toward the best method for incorporating differentiated instruction (Valli & Buese, 2007). • According to the study, attitude toward differentiated instruction is not a marker for technological instruction. • Results of the analysis confirm that knowledge and comfort level of differentiated instruction does not affect attitude towards use in the classroom. • A correlation between the teachers’ attitude toward differentiated instruction, instructional technology, and the use of computers in the classroom.

8. According to this study, a positive attitude does influence computer use in the classroom.

9. Since the legislation of No Child Left Behind (NCLB) in 2001, standardized testing and preparing students for testing has affected the teaching and pacing of the curriculum. • These higher standards of learning nationwide have motivated teachers to find methods of instruction that will ensure quality education for children of various abilities • NCLB has mandated that all students must be proficient in reading and math by 2014.

10. The National Center for Education Statistics (1999) found that only one in five regular education teachers felt competent to instruct children from different cultures or who spoke different languages and many did not feel capable of instructing students with disabilities (Utley,2009).

11. One study (Valli & Buese, 2007) indicated that in their effort to learn how to differentiate instruction, teachers were not producing quality lessons. • Another factor inhibiting differentiation is that the time involved in developing teacher/student relationships leaves little time for other demands of teaching

12. Some studies have shown that differentiated instruction has not been the best method for all learners. • A study conducted by (Utley, 2009) discussed that cooperative learning, as opposed to differentiated learning, was beneficial to all learners in an inclusive classroom.

13. One requirement of teaching in the 21st century that must be eventually addressed, is the use of informational technology across the curriculum. • Incorporating technology, in addition to the new instructional methods teachers now must utilize in the classroom, has become difficult (Valli & Buese, 2007). • This causes educators to question how teachers’ knowledge and comfort with differentiated instruction and informational technology predict their attitudes toward the use of computers in the classroom.

14. Recognizing that change is a process, one must be aware that individuals adapt to change at varied speeds. • Loucks-Horsley (1996) cited in the Concerns-Based Adoption Model that “individuals fit into two dimensions: stages of concern and levels of use.” • Dwyer (1990) found that “teachers who were using instructional technology were doing so to support the same style of teaching” and not as a new development.

15. Teachers experienced anxiety with the disruption to the status quo of their classroom routines, demonstrating a symbolic change and not an authentic change. • Perhaps as leaders continue toward transforming classrooms with the use of computers, attention needs to be directed toward cultivating the attitudes of teachers through the transformation of school culture.

16. The results of this study reveal that knowledge and comfort levels show a positive relationship between instructional technology and attitude toward computer use in the classroom. • Educational technology is the analysis and facilitation of learning and enhancing learning by producing, using and organizing appropriate technological methods in order to better understand and integrate academics, so as to increase individual ability. • Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. Traditional classrooms utilize many kinds of computer technology, including computers in the classroom and class websites to display student work. • Mobile devices such as clickers and microphones along with digital cameras, video cameras, interactive whiteboard tools, document cameras, or LCD projectors, are increasing in popularity in classrooms across the country.

17. Although technology in the classroom does have many benefits, lack of proper staff training, limited access to adequate quantities of a technology, and the extra time required, are just a few of the reasons that technology is often not used to a large extent in the classroom.

18. References Baglieri, S. & Knopf, J. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37, 525-529. Retrieved July 26, 2009 from Dowling College, SAGE Publications Website: http://ldx.sagepub.com/cgi/content/abstract/37/6/525. Brand, G. (1997). What Research Says: Training teachers for using technology Journal of Staff Development, 19,1. Brawner, C. E. and Allen, R. H. (2006) ‘Future Teachers’ Classroom applications of technology’, Computers in the Schools, 23:1,33-44 Dwyer, D.C., Ringstaff, C. & Sandholtz, J.H. (1990) Teacher Beliefs and Practices Part I: Patterns of Change The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classrooms: First–Fourth Year Findings (Cupertino, Apple Computer Inc.) Loucks-Horsley, S. (1996) The concerns-based adoption model (CBAM): a model for change in individuals. Retrieved February 7, 2010 from www.nationalacademies.org/rise/backg4a.htm Nicolino,P. (2006). Teacher perceptions of learning styles assessment, differentiated instruction, instructional technology and their willingness to adopt individualized instructional technology (Doctoral Dissertation, Dowling College, 2007). Proquest Information and Learning Company.

19. References Painter, D. (2009). Providing differentiated learning experiences through multi-genre projects. Intervention in School and Clinic, 44, 288-293. Retrieved July 26, 2009 from Dowling College, SAGE Publications Website: http://isc.sagepub.com. Russell, M. , Bebell, D. , O’Dwyer L. , & O’Connor (2003). Examining teacher technology use: implications for preservice and inservice teacher preparation. Journal of Teacher Education 54, 297-310. Retrieved January 16, 2010 from Dowling College, SAGE Publications January 16, 2010. Utley, B. (2009). An analysis of the outcomes of a unified teacher preparation program. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 32, 137-149. Retrieved July 26, 2009 from Dowling College, SAGE Publications Website: http://tes.sagepub.com/cgi/content/abstract/32/2/137. Valli, L. & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44, 519-558. Retrieved July 26, 2009 from Dowling College, SAGE Publications Website: http://aer.sagepub.com/cgi/content/abstract/44/3/519.