Teachers and telecomputing: a matter of decision
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
Description
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