Abstract
Purpose. The principal purpose of this study was to investigate teacher training in technology with its effect on teacher attitude and the use of technology in the classroom. Additionally, this study sought to determine the impact of these factors on student achievement as evidenced by standardized test scores.
Methodology. The Technology Literacy Challenge (TLC) grant program was utilized in order to achieve the goal of this study. The TLC program is an extensive 150-hour training program that provides participants with the necessary skills and resources to integrate technology into the classroom.
The experimental group consisted of the first of three rounds of technology literacy grant participants. Throughout the 150-hour training, teachers were provided with the necessary computer skills and knowledge to run applications needed to incorporate technology into the curriculum. The control group did not partake in the technology literacy grant training.
Teacher attitudes and use of computers were measured by the computer technology survey. This survey was first distributed to the Desert Sands TLC participants before the implementation of the TLC grant. The same survey was again distributed to the TLC participants after the completion of the training. To measure student achievement, the Stanford 9 test scores were used. Students of the experimental and control groups were administered the Stanford 9 Achievement Test at the end of each school year.
Findings. As demonstrated from the pre- and post-survey, the results of the study revealed an increase in teacher attitude and use of computers. Additionally, this study revealed a significant difference between the control and experimental groups on the differences of the scores. The experimental group mean difference of the math and reading Stanford 9 scores was significantly higher than the math and reading Stanford 9 scores for the control group.
Conclusions. The results suggest that through the TLC grant, teachers have become comfortable with the use of technology and their positive attitude toward technology has increased. They have begun to use technology to enhance the learning environment for students and have had an impact on student achievement.
Methodology. The Technology Literacy Challenge (TLC) grant program was utilized in order to achieve the goal of this study. The TLC program is an extensive 150-hour training program that provides participants with the necessary skills and resources to integrate technology into the classroom.
The experimental group consisted of the first of three rounds of technology literacy grant participants. Throughout the 150-hour training, teachers were provided with the necessary computer skills and knowledge to run applications needed to incorporate technology into the curriculum. The control group did not partake in the technology literacy grant training.
Teacher attitudes and use of computers were measured by the computer technology survey. This survey was first distributed to the Desert Sands TLC participants before the implementation of the TLC grant. The same survey was again distributed to the TLC participants after the completion of the training. To measure student achievement, the Stanford 9 test scores were used. Students of the experimental and control groups were administered the Stanford 9 Achievement Test at the end of each school year.
Findings. As demonstrated from the pre- and post-survey, the results of the study revealed an increase in teacher attitude and use of computers. Additionally, this study revealed a significant difference between the control and experimental groups on the differences of the scores. The experimental group mean difference of the math and reading Stanford 9 scores was significantly higher than the math and reading Stanford 9 scores for the control group.
Conclusions. The results suggest that through the TLC grant, teachers have become comfortable with the use of technology and their positive attitude toward technology has increased. They have begun to use technology to enhance the learning environment for students and have had an impact on student achievement.
| Original language | American English |
|---|---|
| Qualification | Ph.D. |
| Awarding Institution |
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| Supervisors/Advisors |
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| Date of Award | May 1 2001 |
| Publisher | |
| State | Published - 2001 |
| Externally published | Yes |
Keywords
- Educational Technology
- Teacher Training
- Academic Achievement
Disciplines
- Education
- Teacher Education and Professional Development