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This report details a plan to effectively integrate technology into the classroom. The targeted population consisted of one first grade class and one multi-age first and second grade class housed in a K-2 building. The school is located in a middle class suburban city in the Midwest. Although technology was readily available in the school, its non-effective use was documented by teacher surveys, student self-assessments, technology sign-out sheets and a classroom computer use checklist. Analysis of the probable cause indicated that classroom computers were not used regularly, nor were teachers comfortable integrating technology into the curriculum. Due to the lack of ongoing teacher training, teachers felt ill prepared to integrate technology into the curriculum. This situation had an adverse effect on students who therefore were not receiving opportunities to use the available technology to its fullest potential. A review of the literature combined with a year long technology integration class suggested that ongoing teacher training is essential to changing philosophies and increasing the comfort level of teachers. Regular in-classroom access to technology is critical to increasing its effectiveness with students. Post intervention data indicated that the students' ability to use technology as an effective tool for learning was greatly increased. Although targeted students scored higher on the self assessment rubric than non-targeted students, more research is necessary to determine whether the improved technology skills are a result of the intervention. Appendices include the teacher survey, student self evaluation survey, engaged learning framework for Native American unit, and student work samples. Contains 28 references. (Author/MES)

Descriptors: Computer Assisted Instruction, Computer Attitudes, Computer Uses in Education, Curriculum Development, Educational Technology, Grade 1, Grade 2, Instructional Effectiveness, Primary Education, School Surveys, Teacher Attitudes, Technology Integration











Autor: McDermott, Laurie; Murray, Julie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6619&id=ED445669



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