Integrating Technology in Schools: Effects of Three

Conditions of Inservice Teacher Education

Elizabeth M. Willis

New Mexico State University

Summary:

Three settings

the inservice off-campus model, a 16-week class for inservice teachers and classroom aides held off the university campus
the inservice on-site model, consisting of monthly workshops with inservice teachers and classroom aides at a particular school
the academic model, a university-based graduate program of studies for inservice teachers

The strategies

Student-oriented Instructional Strategies:

Student-centered: Alexander (1988) used this category of classroom strategies to reflect the importance of student-directed inquiry; Cuban (1984) describes these as strategies where knowledge is discovered by the learner. Student differences, abilities, and needs are emphasized and reflected in methods of instruction; the teacher's role is that of facilitator (Harvey, 1991).

Process-centered: Emphasis is placed on the processes of education, or ways in which students attain goals of the learning experience, most relevant to the learning and uses of critical thinking skills (Harvey, 1991).

Teacher-oriented Instructional Strategies:

Teacher-centered: Classroom instructional strategies used by Alexander (1988) in which the teacher is responsible for classroom learning, controlling the content, materials, and subjects.

Content-centered: Acquisition and mastery of content is emphasized; described by Cuban (1984) as those presented to a learner who is a "blank slate."

Broad conclusions:

Subjects in this study clearly demonstrated the effectiveness of the strategies utilized in each model, which support the successful incorporation of an innovative technology, reporting a positive change in recognition of the efficacy of use and perceived effectiveness of information technology-oriented strategies. Their attitudes toward computers improved, then followed increased use and perceived effectiveness of those technologies associated with the computer.

The settings provided all three models with the above-mentioned prerequisites: adequate computer hardware and software were made universally available to the subjects; models of the integration of information technology instructional use were ongoing; teachers had time to learn, talk with each other, and practice during each meeting; participants became their own support group, as well as having continuing support from the instructional model itself.

It would seem that inservice educators must be clear about their goals for inservice teacher education, and must build the bridges between the concepts and strategies of use. Bridging between theory and practice may well become apparent at a later time, once subjects have more of an opportunity to reflect on their experiences.