School Technology Implementations & Results Research Project
Walter Heinecke, Elaine Bartley, Natalie Bordelon Milman, Kara Dawson, Laura Blasi, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated the conditions, processes and consequences of instructional computer use by teachers in three elementary schools and compared and contrasted these across sites. A cross-case analysis grounded in symbolic interactionism and an interpretivist research methodology was conducted. Results indicate that teachers' beliefs and thinking about technology is socially constructed within local contexts and that teachers' beliefs and prior experiences influence instructional computer use. The processes teachers engage when using technology in classroom instruction varied greatly, however, they resulted in similar consequences. This study raises significant questions about educational technology policies, teacher education and professional development models.
Heinecke, W., Bartley, E., Milman, N.B., Dawson, K. & Blasi, L. (1999). School Technology Implementations & Results Research Project. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 1308-1312). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).