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Technology Integration Questionnaire
Laura Patterson & Christine Truesdale
Technology Integration Questionnaire - A discussion
of our development process.
Issues related to teachers' use of computers are
complex and as a result the implementation of this technology has become
more of a challenge than was first anticipated (Collis, 1988).To a large
extent the educational value of computers rests on the ability of teachers
to accept them as valuable tools and to make the effort to obtain the knowledge
that will enable them to use the technology effectively.Kershaw (1996)
states that for effective change to occur we must focus on the goals we
hope to obtain with the use of technology and on the teachers and students
who will use it.Future research is necessary to improve our understanding
of the "how to's" of effective educational computing.
The expectancy theory of motivation has been suggested
as a framework from which to study the beliefs, motives and factors related
to effort and performance of teachers' computer use (Marcinkiewicz ,1993-94,
1994-95; Watson & Behnke,1991).The theory holds that people are purposeful
beings and as such their motivation to perform depends on what they perceive
to be the possible outcomes of their actions (expectancy) as well as the
value given to the outcome (value) and the potential success of the outcome
(cost)(Vroom, 1964; Steers & Porter, 1975).
The purpose ofthis research initiative is to develop
an instrument that would provide reliable data regarding teachers' use
or lack of use of computers. The information gathered through the use of
such a tool would help identify key factors that should be considered when
designing professional development workshops for teachers that addresses
computer integration in the classroom. The theoretical foundation of this
investigation is based on the Expectancy Motivational theory.The research
questions are guided by the value, expectancy and cost factors outlined
by Shepperd (1993).
The research questions are formulated as follows:
1. What factors enable teachers to consider the integration
of computers as a valuable pedagogical strategy?E.g. increased student
interest and motivation; access to info & resources
2. What factors influence a teacher's belief about
his/her ability to integrate computers successfully into the classroom?
E.g. availability of equipment and training; practical experience
3. What factors do teachers perceive as the costs
that may impede the learning and use of computer technology?E.g. time to
learn new skills, and finances for staffing and technical support.
The research that is required to develop the Technology
Implementation Questionnaire (TIQ) will occur in several phases.To date,
field testing has been conducted with an initial draft of the TIQ.This
version included three open-ended questions related to value, expectancy
and cost and twenty eight closed ended statements rated on a five point
likert scale.Fifty one questionnaires were collected from administrators,
elementary and secondary school teachers and teachers aides.Preliminary
analysis of the data identified several categories which include support,
availability of training, student motivation and self-esteem, time, technical
assistance, and access to computers.The presentation will consist of a
discussion of our work in progress, including the questionnaire development
process, and current data analysis.
Enabling
technologies and students with disabilities
Jennison Asuncion (553-2)
Enabling Technologies and Students With Disabilities
j_asunc@alcor.concordia.ca
Advances in computer, information and adaptive technologies
are playing a major role in removing barriers that at one time prevented
some students from pursuing their study of choice.In addition, these technologies
are enablingstudents who have access to them, the ability to compete on
a level-playing-field with their nondisabled colleagues not only for academic
success, but for a place in Canada's job market.
Presenting on behalf of my fellow researchers and
collaborators, I will use the round table: to expand upon the purpose and
significance of this investigation, to describe the methodology
being used for this specialized research, to present
some preliminary findings, and to describe my particular involvement as
a Master's student in Educational Technology in this work.
The
culture bath
Geoffery Hipps
The Culture Bath, a controversial educational web
site: Creating appropriate cyber venues on the Internet to support cultural
rapprochement in the global community
geoff111@axess.com
As we rocket towards the technological millennium
a global community is being created. With the advent of powerful telecommunicational
capabilities, on an international level, our world has the opportunity
to exchange ideas,information, and lived cultures.What was once a geographical
mystery of the past, the cultural force that informs our world views, is
now a transmittable reality of the present.
This presentation explores the notion that we are
culturally driven, and posits that it would, therefore, benefit children
to understand their own culture, as well as to try to understand the cultures
of the many peoples that they may encounter in their real and cyber lives.
Classroom projects delving into the realities of culture, both researched
and lived, could make use of the Internet, enabling students to pool their
work and thoughts, to hone their critical thinking skills, and to begin
to develop their social and political voices in a global community.
The Internet has enabled students and teachers to
travel the world virtually.This medium can make an authentic kind of cultural
learning possible, but teachers and researchers must provide the appropriate
cyber venues for this learning to emerge.To address these issues, a web
site entitled, The Culture Bath, has been created to provide a pedagogical
structure for teachers and an opportunity for students to co-create this
source of information.
Ultimately, an organic dialogue of culture could
be created as children from all over the world are romanced by each others'
cultures, immersed in the facts and figures that have defined and articulated
these cultures, and ultimately comment on aspects of cultures that may
pique their interest, their anger, or their concern.Please come and bring
your questions and comments; help co-create this educational web site with
me.
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