Making Technology Training Effective: Listening to Teacher Concerns
Glenda Rakes, Thomas Rakes, The University of Tennessee - Martin, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This presentation will provide results from a study that examined the relationship between PK-12 teachers' concerns about instructional technology and a variety of factors that relate to the technology training they have received and teacher characteristics. Teachers' concerns were measured using the Stages of Concern Questionnaire and were examined in relation to the amount and types of technology training they received and teacher demographics. Cannonical correlation was used to analyze the data. The three of the highest levels of concern: Management, Consequence, and Collaboration showed strong relationships with technology integration training. No other aspect of technology training showed a relationship to teacher stages of concern toward instructional technology integration. Findings also indicated that the longer teachers work with technology, lower level concerns toward technology use are somewhat resolved. Results of the Stages of Concern Questionnaire will be compared with three other samples to demonstrate similarities in concerns across populations.
Rakes, G. & Rakes, T. (2004). Making Technology Training Effective: Listening to Teacher Concerns. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2561-2563). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).