Urban Middle School Teachers’ Use of Instructional Technology

Keith D. Clark

89 citations0/0 files storedJournal of Research on Computing in Education

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Education and Technology Integration Teacher Education and Leadership Studies Education and Communication Studies

Abstract

The purpose of this qualitative study was to investigate teachers’ perspectives of their use of instructional technology, understanding of this technology, and feelings about the support structure associated with this equipment. Twenty-eight teachers in a large urban middle school participated. This study investigated the effect and influence of technology on teachers’ administrative duties as well as their interaction with students. This information is intended to help school districts improve current technology programs and to ascertain the most efficient methods of introducing new technology into classrooms. These findings suggest that, in this middle school, teachers believe technology is an integral part of the process of educating their students. They also indicate that these teachers see a need for more technology in their classrooms. Included in this finding are four subassertions: (1) most teachers in this study felt confident in their ability to use technology, (2) teachers express opposing attitudes when it comes to the need for more training in technology, (3) teachers believe technology is an integral part of their classrooms, and (4) teachers believe their classrooms need more technology.

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References

1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1986Teachers and Machines: The Classroom Use of Technology since 1920 1998Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics.1990Accomplished Teachers: Integrating Computers into Classroom Practice.2009Technology and Teacher Education Annual, 2009 1996Fostering the Use of Educational Technology: Elements of a National Strategy 1996A Framework for Appraising Educational Reforms

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