ERIC Number: ED322900
Record Type: RIE
Publication Date: 1990-Sep
Accomplished Teachers: Integrating Computers into Classroom Practice.
Sheingold, Karen; Hadley, Martha
This report summarizes the results of a nationwide survey of teachers in grades 4 through 12 who are experienced and accomplished at integrating computers into their teaching. Of 1200 teachers who were sent the 16-page questionnaire, 608 returned completed surveys. The purpose of studying these teachers was to discover the ways in which they use computers in their classrooms, whether and how they believe their teaching has changed as a result of using computers, and the kinds of barriers and incentives that are important to them. Major findings show that these teachers: (1) are comfortable with computer technology, devote their own time to learning how to use computers, and receive local support for using them; (2) work in schools averaging more than twice the number of computers than other schools; (3) use computers for many purposes including demonstrating an idea, instruction, word processing, and promoting student-generated products; and (4) expect more from their students, are able to present more complex materials to their students, and foster more independence in the classroom. It is concluded that similar accomplishments on a wider scale may be achieved if ample technology, support, and time for teachers to learn the technology is provided, and if an academic and cultural structure exists to encourage teachers to take an experimental approach to their work. (DB)
Descriptors: Adoption (Ideas), Computer Assisted Instruction, Computer Uses in Education, Elementary Secondary Education, National Surveys, School Surveys, Teacher Attitudes, Teacher Student Relationship, Teaching Skills, Use Studies
Center for Technology in Education, Bank Street College of Education, 610 West 112th Street, New York, NY 10025 ($5.00).
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Technology in Education, New York, NY.