ERIC Number: ED432302
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
Restructuring at the Classroom Level: Effects with Technology.
Zeon, So-young; Lundeberg, Mary A.; Costello, Sean M.; Gajdostik, Laura J.; Harmes, Nina R.; Roschen, Nikki A.
TIPS (Technologies in Pedagogical Strategies) is a collaborative partnership among the College of Education and Graduate Studies at the University of Wisconsin-River Falls, local school districts, and their respective communities. A key component of the partnership involves meaningful curricular integration of technology, so teachers and students may use this tool to foster higher-level thinking. This study focuses on one segment of the TIPS: teachers' curriculum integration projects. Goals were to document the kinds of technology being used to restructure schools at the classroom level; identify some of the best practices and highlight specific projects that have been designed and implemented by teachers; analyze the growth of respective teachers' experiences with technology integration; and identify challenges teachers face when infusing technology. A preliminary analysis was conducted from interview data with 17 teachers who wrote competitive project grants. Four teachers were selected to study in depth using interviews and observations to analyze how teachers used technology projects to restructure schools at the classroom level. Themes that emerged in all of the interviews included how curriculum, pedagogy, student learning, and assessment changed in the restructured environment, as well as challenges teachers faced with technology infusion. (MES)
Descriptors: College School Cooperation, Computer Uses in Education, Curriculum Development, Educational Change, Educational Technology, Elementary Secondary Education, Grants, Higher Education, Interviews, Learning Strategies, Partnerships in Education, School Restructuring, Student Evaluation, Teaching Methods, Technology Integration
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A