TexasScholarWorks
    • Login
    • Submit
    View Item 
    •   Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    • Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Teachers and telecomputing: a matter of decision

    Thumbnail
    View/Open
    delagarzat47698.pdf (7.089Mb)
    Date
    2006
    Author
    Garza, Tracey Victoria de la
    Share
     Facebook
     Twitter
     LinkedIn
    Metadata
    Show full item record
    Abstract
    This interpretive study examines six teachers—two high school, one middle school, and three elementary—who use telecomputing tools in curriculum-based learning. The teachers were interviewed and observed in the context of their classrooms. The data were analyzed with emergent themes providing the foundation for the findings of this study. The six informants in this study made decisions about how, when, and why they use telecomputing tools in curriculum-based learning. The decisions these informants made remained within the parameters of the state and district mandated Texas Essential Knowledge and Skills (TEKS). Their use of telecomputing tools was heavily influenced by several factors: time, student ability, grade level or content, and safety concerns. Hardware, software, and the infrastructure for online connectivity were not mentioned by the informants as barriers in their use of telecomputing tools. Though major problems of a technical nature were experienced by the informants, these problems occurred at the beginning of the school year but were rectified with little impact on the rest of the school year. The use of telecomputing tools required informants to plan beyond what they would have without the use of telecomputing tools. The lack of time to fully integrate the use of telecomputing tools into their teaching practice limited the informants from using these tools more in curriculum-based learning. Student ability and grade level were deciding factors. Informants with younger students in kindergarten tailored the use of telecomputing tools to their students' ability. Similarly, informants with intermediate, middle, and high school age students used their students' computer literacy skills to group students for collaborative learning using telecomputing tools and resources. Safety concerns were a big issue for each of the informants. The overwhelming task of supervising each student's use of the Internet and e-mail made the informant's hesitate or more cautious in using telecomputing tools especially e-mail. The Professional Instruction Model is discussed with implications for designing lessons.
    Department
    Curriculum and Instruction
    Description
    text
    URI
    http://hdl.handle.net/2152/3998
    Collections
    • UT Electronic Theses and Dissertations

    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin

     

     

    Browse

    Entire RepositoryCommunities & CollectionsDate IssuedAuthorsTitlesSubjectsDepartmentsThis CollectionDate IssuedAuthorsTitlesSubjectsDepartments

    My Account

    Login

    Statistics

    View Usage Statistics

    Information

    About Contact Policies Getting Started Glossary Help FAQs

    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin