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ERIC Number: ED263879
Record Type: RIE
Publication Date: 1985-Apr
Pages: 31
Abstractor: N/A
Reference Count: 0
Conceptual Understanding and Implementation Facets of Educational Technology.
Lotan, Rachel A.
This paper focuses on the importance and the significance of the teacher's mastery of an abstract body of knowledge that underlies an educational innovation. Concepts and principles from organizational sociology are applied in order to investigate the relationship between teacher's mastery of this body of knowledge and the process of implementation of the innovation on the one hand, and the relationship between mastery and implementation outcomes on the other. Theoretical propositions of the study are illustrated by a secondary analysis of data gathered by the Program of Complex Instruction at Stanford University's School of Education. A connection is made between the improvement of thinking skills and problem-solving ability utilizing a theoretical model of a program, Finding Out. Implementation of this activity-based bilingual math and science program features a complex instructional approach based on theories and research in the disciplines of cognitive psychology, sociology, and social-psychology. During the academic year 1982/83, Finding Out was implemented in 15 classrooms from 10 schools within three school districts in the San Jose, California, area. Approximately 390 second, third, fourth, and fifth graders participated in the program, which was presented by teachers who had attended a 2-week workshop. The workshop introduced them to the theoretical framework and rationale of Finding Out and gave them the opportunity to practice teaching the program. Data are presented on teachers' scores on Index of Mastery, Index of Non-Routine Behaviors in Finding Out, and Index of Effectiveness, and four case studies are presented to illustrate some of the variables involved. (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).