Integrating the computer into classroom instruction

Abstract

The major purpose of this study was to determine if teachers with more computer competencies are closer to the goal of integrating computers into the classroom or are using computers in a different manner than teachers with fewer competencies. This was accomplished by identifying the Level of Use and the Type of Use of computers in the classroom. Secondary purposes were to determine if a teacher's self-reported competency can be used as a true measure of competency in order for the teacher to plan his/her own staff development activities and to determine if integration relates to a specific use of the computer in the classroom. The population was defined as the personnel within the Region VI service area of Texas who had access to and were using computers in the classroom. The sample for the self-reported information was those personnel who returned the completed questionnaire (226). This sample included teachers and aides from 35 school districts, serving grades K-12. A stratified random subsample of 35 personnel took part in the interview process of the study. Analysis of the descriptive data was accomplished by using frequency distributions. Analysis of the statistical data was accomplished by using the SCSS computer program and its subprograms. Major conclusions of the study were: (1) there is a positive relationship between the knowledge of the teacher and the Level of Use of computers in the classroom; however, there are other factors which also affect this Level of Use; (2) as the computer is used in more different ways, the Level of Use will tend to be closer to integration; (3) the teacher's self-reported level of competence on an individual competency is not a sufficient indicator of the competencies which need to be included in future training; however, the total self-reported level of competence is a good overall indicator of the general competence of the teacher; (4) as the teachers' knowledge of computers increases, the teachers' opinion of their Type of Use also increases; and (5) there was only a small proportion of teachers who were integrating computers into other classroom activities...