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ERIC Number: ED484989
Record Type: Non-Journal
Publication Date: 2004-Oct
Reference Count: 11
Engendering Technology Use in the Classroom
Rosenfeld, Barbara; Martinez-Pons, Manuel
Association for Educational Communications and Technology, Chicago, IL, Oct 19-23, 2004
The purpose of this study was twofold: a) to test the hypothesis that participation in a course providing theory and practice in the classroom use of technology engenders such use and results in gained competence in the use of this technology; and b) to test the hypothesis that functional relations exist among the availability of technology in the classroom, the use of such classroom technology, and competence in its use. Fifty-five graduate students participated in a course in the use of technology in the classroom. Statistically significant differences emerged between pre-tests and post-tests on a) use of e-mail, b) Web site use, c) automated library resources, d) computer software, e) Internet virtual field trips, f) video cameras, g) PowerPoint, and h) Blackboard ? pointing to the effectiveness of the course for the purpose. Further, as hypothesized, competence in the use of technology in the classroom proved to be a direct function of the degree of use of this technology.
Descriptors: Graduate Students, Educational Technology, Computer Uses in Education, Inservice Teacher Education, Access to Computers, Computer Literacy, Student Attitudes, Higher Education, Computer Attitudes
Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: email@example.com; Web site: http://www.aect.org
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.