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Variations in Concerns and Attitudes of Science Teachers in an Educational Technology Development Program
Article

, , University of Missouri-Columbia, United States

JCMST Volume 16, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study monitored change in concerns and beliefs of elementary and secondary teachers involved in a 2-year program to integrate the use of computers with science teaching. Some of the first cadre of teachers who participated in the program the first year returned the second year to extend their knowledge of computers and to serve as mentors. The Stages of Concern Questionnaire measured self-, management, and impact concerns. The teachers' perceived self-efficacy was measured by the Microcomputer Utilization in Teacher Efficacy Beliefs Instrument. Concern profiles for cadre 1 teachers during the first year showed a decrease in self- and management concerns and an increase in impact concerns. Instead of continuing to move toward adoption stages during the second year, they reverted to relatively high self-concerns and lower impact concerns. Concern profiles of cadre 2 teachers in the second year were similar to those of cadre 1 teachers during their first year. Self-efficacy of both cadres increased from pretest to posttest. Major barriers to adoption were time to prepare and the availability of computers and software. Results indicate that learning about the use of computers in science teaching is not a single innovation but a bundle of applications.

Citation

Germann, P. & Sasse, C.M. (1997). Variations in Concerns and Attitudes of Science Teachers in an Educational Technology Development Program. Journal of Computers in Mathematics and Science Teaching, 16(2), 405-423. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2020 from .

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