Detail Examination of Factors that Influence Computer Technology Use for Classroom Instruction by Teachers in Ohio Public High Schools Bibliografi Author: Latio, Gambu Wani ; Franklin, Teresa J. (Advisor) Bahasa: (EN )     Penerbit: Ohio State University     Tempat Terbit: ohio    Tahun Terbit: 2009     Jenis: Theses - Dissertation Fulltext: 2009 Disert influence of com tech.pdf (543.05KB; 2 download) Abstract The focus of this research was to determine the extent to which teachers in Ohio public high schools use computers in classroom instruction, and investigation of barriers to teachers’ integration of computers into classroom instruction and learning. The analyses were based on a sample of 256 teachers randomly selected from 18 randomly selected high schools across the state. About 77% of the participants considered themselves well prepared to use computers for classroom instruction effectively, while 83% considered themselves proficient in computer technology integration. Although the majority of the participants had attained the necessary computer skills, teachers’ use of computers for classroom learning was low and sporadic at best, averaging 1.8 times a week, a level equivalence of computer novice. Both computer proficiency and availability of computers in Ohio public high school classrooms greatly affected teachers’ extent of computer technology use in classroom learning. Only 12% of the proficient teachers taught in classrooms with five or more computers, compared with 71% who taught in classrooms with one to four computers or had no computers at all on average. Overall, 12% of the teachers used computers for classroom learning three to four times per week or daily, at most, 4% of them taught in classrooms with an average of five to ten or more computers. The results suggested that lack of access to adequate computers in the classrooms severely curtails teachers’ use of computers in classroom learning on a regular basis. Classroom student-to-instructional computer ratio, teachers’ attained level of computer technology proficiency, teachers’ attitude towards computer use in classroom instruction, and perceived value of computers in instruction were predictors of the extent of teachers’ computer use for classroom instruction in Ohio public high schools. Two of the other variables, resistance to change, and location of computers in the schools (except classroom) were not predictors of teachers’ use of computers in classroom learning. Teachers in Ohio public schools stated that lack of access to adequate computers in the classrooms, lack of time, and location of adequate computers in the classroom are major barriers to widespread integration of computers into school curricula. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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