You are here:

When Attitudes Change, Do Changes in Practice Follow?
PROCEEDINGS

, , George Mason Univ., United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In order to meet the challenge of teacher education responsive to the integration of the newer electronic technologies, the Integrating Technology in Schools (ITS) Program leading to a Masters of Education in Curriculum and Instruction was developed. The ITS Program is structured around a cohort process that supports students finding common ground around a shared set of experiences, knowledge, readings, activities, and support systems. This paper presents a summary of data obtained during the 1999-2000 ITS Program and examines 1.) changes in participants' stages of concern, 2.) changes in participants' self-reported frequency of technology use, 3.) changes in participants' self-report concerning collegial interactions, 4.) changes in participants' summary of assigned technology use in their classrooms, and 5.) conversations with participants. Examining these changes enabled the authors to discuss the relationship between changes in attitude and classroom practice.

Citation

Norton, P. & Farrell, N. (2001). When Attitudes Change, Do Changes in Practice Follow?. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 959-964). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

Keywords