An examination of current uses of computer tools in elementary classrooms for a seven-county rural area in south central Missouri.

摘要

The purpose of this study was to investigate teacher practices in terms of classroom use of computer tools in elementary classrooms (grades 2–4) for a seven-county rural area in south-central Missouri. Although several studies (e.g., ACOT, 1995; Archer, 1998) have suggested the use of computer tools results in improved student outcomes, current research does not provide a complete picture of their impact upon teaching and learning. The purpose of this study, however, was not to determine whether computers should be used in teaching and learning, but to explore current uses of computer tools in elementary classrooms.; Change theories provided a framework for examining the differences exhibited between teachers who were high-end users of computer tools and those teachers who were low-end users. The inquiry was conducted in two parts. Part I was a quantitative study. Data was collected using a survey questionnaire and analyzed using SPSS to report frequencies and chi-square analysis. Part II was a qualitative study. Data was collected from three school districts using interviews, classroom observations, and document analysis. Participants were divided into high-end users or low-end users of computer tools. Ten teachers and three principals participated in the study. Data analysis utilized the constant comparative method; participant comments were transcribed, read, and reread, until distinct patterns emerged.; Findings resulted in four major conclusions. First, results indicated that teachers' use of computer tools in their classrooms may be influenced by their attitudes and perceptions, suggesting that professional development as a support for changing teachers' attitudes and perceptions about computer tools may impact their use of them in the classroom. Second, teachers used computer tools for traditional activities of learning from computers, with little evidence of computer tools being used as knowledge representation tools as described by Jonnasen (2000). Third, providing teachers with more knowledge about and more experience with using computer tools will encourage teachers to use them more in their classrooms. Fourth, collegiality, the principal, and the district technology plan are work environment factors that seemed to support computer tool use.