Computer Based Technology Used by Faculty Members at Vineland High School South Diane C. Stokes Thesis – Fall 2004/Spring 2005 Dr. Shontz

Statement of Problem  Technology is inescapable.  Previously, emphasis on acquiring technology.  Now, effectively using technology that exists.  No Child Left Behind/National Educational Technology Plan.  Vineland Public Schools (Abbott District) – is technology appropriately and effectively used?

Purpose  To evaluate current teacher use of computer based technology for personal use and for professional use at Vineland High School South  To identify factors that contribute to their use or non-use of computer based technology  To identify appropriate professional development areas

Research Questions  How do high school faculty members utilize computer based technology for personal use?  How do high school faculty members utilize computer based technology for professional use?  What factors influence high school faculty members’ professional use or non-use of computer based technology?

Use Versus Non-Use  Greater emphasis has been placed on preparing teachers to use technology for instructional purposes.  2,894 teachers in 22 Massachusetts districts  Provides evidence that teachers use technology more for preparation and communication than for information presentation or student projects  New Teachers – higher levels of comfort, use more for preparation  Experienced teachers – use more when delivering instruction and student assignments Examining Teacher Technology Use: Implications for Pre- service and In-service Teacher Preparation (Russell, Bebell, O’Dwyer & O’Connor, 2003)

Categories of Teacher Professional Use of Computer Based Technology  Teacher use of technology for preparation  Teacher use of technology for delivery  Teacher-directed student use of technology  Teacher use of technology for special education and accommodation  Teacher use of  Teacher use of technology for recording grades Examining Teacher Technology Use: Implications for Pre- service and In-service Teacher Preparation (Russell, Bebell, O’Dwyer & O’Connor, 2003)

Use Versus Non-Use  Reluctance of faculty members to adopt computers and revise pedagogy  Factors that influence Use or Non-Use include: supportive administration, availability of classroom computers, strong support staff, training, attitude, self-efficacy, competence, time commitment, and perceived relevance.  Once inadequate faculty use is explained, training plans, job aids, environmental support, motivation, and incentives can be implemented. What Social Cognitive Factors Influence Faculty Members’ Use of Computers for Teaching? (Dusick, 1998)

Methodology  Survey/Descriptive Study  “describe characteristics of the population being studied” (Powell, 1997). Population  All teaching staff at Vineland High School South  Population and Sample are the same

Variables  Home computer  Frequency of home computer use  Home use applications  Where used (most frequently)  Department  Years in education  Programs comfortable using  Professional uses (frequency)  Influences on use  Computer training

Data Collection  Questionnaire  Pretest (Colleagues & Potential Users)  Distribution  Data analyzed with simple descriptive statistics (Counts & Percentages)

Data  119 Questionnaires distributed  78 Questionnaires returned  66% Response Rate

Findings (Home Use)  92% have a home computer  88% use home computer on a daily or weekly basis  Home Uses: Internet searches/personal interest 87.2% Personal 85.9% School/professional work 82.1%

Findings (School Use)  96.1% use computer daily at school  Uses (daily and weekly):  Class Preparation – approx. 2/3  Presentation – approx. 50%  Professional – 93%  Recording of grades – 52% (41% never) ****  Student assignments – a little over 1/3 (78% at some point during the year)  Special Education Accommodation – 20% (60% never)

Factors Influencing Use  Availability of Comp.– increase for 77%  Friendly/efficient tech. – increase for 58%  Supportive Admin. – increase for 59%  Requirement to use – increase for 47%  Availability of training – increase for 73%  Reliability of technology – increase for 45% (decrease for 41%)

Most Beneficial Computer Training  Self-taught – 43%  Friends and Colleagues – 27%  District Provided Training – 14%  College Courses – 5%  Private Workshops – 3%  Library Media Specialist – 3%  Other – 5% (no response)

Conclusions  All teachers need to incorporate use of computers for student assignments.  Staff development:  Lesson plan ideas for specific academic areas (especially Math and English)  Training on specific programs (MS Word only program majority is comfortable using)  Training for Special Education Accommodation

Additional Research  These results have validity only for this sample studied.  Study could be repeated in the future to track progress.  Other schools could use a similar study to evaluate teacher technology use at their location.

Bibliography Dusick, D.M. (1998). What social cognitive factors influence faculty members’ use of computers for teaching? Journal of Research on Computing in Education, 31(2), Retrieved September 28, 2004 from MasterFILE Premier database. Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teachertechnology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), Powell, R.R. (1997). Basic research methods for librarians (3 rd ed.). Greenwich, CN: Ablex Publishing Corporation.