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ERIC Number: ED449785
Record Type: Non-Journal
Publication Date: 2000-Dec
Pages: 35
Abstractor: N/A
Reference Count: N/A
Teacher Professional Engagement and Constructivist-Compatible Computer Use. Teaching, Learning, and Computing: 1998 National Survey. Report #7.
Becker, Henry Jay; Riel, Margaret M.
This report describes aspects of the professional engagement of American teachers and examines relationships between professional engagement and teaching practice, including instruction involving computer use. Professional engagement is measured by: the frequency that teachers had informal substantive communications with other teachers at their own school; frequency and breadth of professional interactions with teachers at other schools; and breadth of involvement in specific peer leadership activities. Using these measures of professional interactions and activities, teachers were divided into four groups, from the most- to the least-professionally engaged using the following categories: Teacher Leaders (2%), Teacher Professionals (10%), Interactive Teachers (29%), and Private Practice Teachers (58%). Findings indicated that the more extensively involved teachers were in professional activities, the more likely they were to: (1) have teaching philosophies compatible with constructivist learning theory; (2) teach in ways consistent with a constructivist philosophy; and (3) use computers more and in exemplary ways. Results also showed that professionally engaged teachers were somewhat more experienced than others and had made more investments in their own education, but that they taught a representative group of students. Although professionally engaged teachers who taught in more privileged environments used computers more than those in high-poverty schools, those differences were largely explained by differential access to technology at school, at students' homes, and at teachers' homes. Three tables appended include: subscale scoring by category of professional engagement; highly constructivist teachers and exemplary computer users by professional engagement and type of school sample; and effects of school-based access to technology on the difference in teachers' involvement in computers between high-socio-economic status and low-socio-economic status schools, for professionally engaged teachers and other teachers. (AEF)
For full text:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Information Technology and Organizations, Irvine, CA.; Minnesota Univ., Minneapolis.