Chapter 1

	*Effect of technology integration education on the attitudes of teachers and their students* Rhonda Christensen

Chapter 1

Introduction

This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to assess teachers' and students' attitudes. Differences in pre- and posttest scores were used to determine changes that may have occurred during the course of the study. Approximately 60 teachers in an elementary school in Texas received needs-based instruction in the integration of computers in the classroom. Two similar schools in the same school district were used as the comparison groups. It was anticipated that properly instructing teachers to use information technology in the classroom would positively affect, not only their attitudes toward information technology, but also the attitudes of their students.

Problem Statement

The problem addressed in this study was whether technology integration education positively influences teacher attitudes and the attitudes of their students toward information technology.

Research Question

What is the relationship between technology integration education of teachers, their attitudes toward information technology, and their students' attitudes? It is generally accepted in the literature that appropriate training of teachers should include the ability to use the computer for personal use (i.e., word processing, gradebook, etc.) and with students in the classroom (Burkholder, 1995; Hignite & Echternacht, 1992; Hochman, Maurer & Roebuck, 1993; Kearns, 1992; Ritchie & Wiburg, 1994; Todd, 1993; Wetzel, 1993; Woodrow, 1992). The instructor who has learned to integrate technology into existing curricula may teach differently than the instructor who has received no training of this type. The difference in classroom technique and the extent of technology utilization should have a positive impact on the teachers' and students' attitudes toward information technology. Because previous research has shown that positive attitudes are a precursor to effective utilization, verification of this outcome could have a major impact on the way teachers are educated to use computers in the classroom.

Significance of the Study

Significant resources have been expended to place computers in the schools. Many educators are recognizing the effects of this influx of technology on student learning. As plans are made for the increased use of technology, it is important for policy makers, educators, and researchers to understand how teachers and children relate to this technology (Martin, Heller, & Mahmoud, 1992). Data from a 1995 national survey of school district technology budget allocations revealed that approximately 55% of the technology money was being spent on hardware and 30% on software. Teacher education accounted for only 15% of the allocated funds (U.S. Congress, 1995). Agencies such as the Texas Education Agency (TEA) recently recommended that districts allocate 30% of their technology budgets to staff development activities (U.S. Congress, 1995). With a predicted increase of funds allocated to technology staff development, studies are needed to determine the type of instruction that leads to effective use of technology in the classroom.

Limitations of the Study

This study focused on elementary school teachers. Therefore, the results may not be generalizable to teachers at other levels. Because the teachers were not randomly selected from the population of teachers, the results may not be generalizable to all teacher populations. Students in all three schools went to a computer laboratory once a week for approximately 45 minutes, where they were instructed by both their classroom teacher and a computer laboratory aide. Therefore, this study cannot assess the impact of technology integration education in comparison to classrooms in which students have no computer exposure. Teachers and students in all the schools studied had had access to computers for approximately 5 years and thus were not typically novice users.

Delimitations of the Study

Although it is likely that the amount of home computer use may affect children's and teachers' attitudes toward information technology, the issue was not addressed in this study.

Definition of Terms

technology integration education - instruction in how to use information technology to enhance classroom curricula
information technology - includes traditional computer applications (CAI, tools) and communication tools such as e-mail and www resources
effective training - instruction that has been demonstrated to have a positive impact
appropriate training - instruction that includes the ability to use the computer for professional productivity as well as student exploration and learning activities
staff development - instruction of currently practicing teachers typically mandated from the school district or local administration
teacher training - instruction that can include preservice or inservice teachers
teacher professional development - continuing education to develop professional knowledge and/or skills
preservice teachers - students in a teacher education preparation program
inservice teachers - practicing teachers
Title I - federally funded program that awards funding to schools based on factors such as the number of socioeconomically and physically disadvantaged students
Chapter I - reading program for low-scoring students (funded by Title I)

Christensen, R. (1997). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, University of North Texas, Denton.