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Impact of New Information Technologies on Teachers and Students

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  1. Impact of New Information Technologies on Teachers and Students Seventh World Conference on Computers in Education (WCCE) Copenhagen, Denmark August 2, 2001 Gerald Knezek & Rhonda Christensen Department of Technology and Cognition, University of North Texas Denton, Texas, USA gknezek@tenet.edu & rhondac@tenet.edu

  2. Findings Regarding Teachers • Teachers’ Needs and Beliefs • Teachers’ Attitudes • Teachers’ Attitudes by Stages • Online Data Collection/Feedback

  3. Teachers’ Needs & Beliefs • Needs depend on motives, training, resources • Emerging Model is Will, Skill, Tool • Beliefs are independent of resources • Beliefs are consistent across nations

  4. Teacher Attitudes Teacher Technology Classroom Skills Practices Technology Availability_Use Will, Skill, Tool Model ofTechnology Integration Achievement

  5. Reading Technology Proficiency TAC TAAS Achievement TAT Will ITBS TPSA-Email CBAM-LOU TPSA-Web Classroom Integration Skill TPSA-IA Adoption TPSA-TT CHOURS Technology Home-PC Home-WWW Facilities Model of Technology Integration

  6. CBAM Levels of Use • One item, Self- assessment • 8 levels • Non-use • Orientation • Preparation • Mechanical Use • Routine Use • Refinement • Integration • Renewal

  7. Stages of Adoption • One item, self assessment • Six Stages • Awareness • Learning the Process • Understanding and application of the process • Familiarity and confidence • Adaptation to other contexts • Creative applications to new contexts

  8. Stages of AdoptionPre-post Measure in Texas

  9. Texas Teacher Skills 1999 (n=262)

  10. Texas Teacher Attitudes by Stage 1998 (n=1141)

  11. Findings Regarding Students • High vs. Low Integration Classrooms • Home Computer Access • Age Trends • Gender Differences • Attitudes Toward School

  12. Grade 1-12 TrendsAcross 14 Texas Schools (Spring 2000)

  13. Gender Differences

  14. Gender Differences Cont.

  15. References • Becker, H. (2000). Pedagogical motivations for student computer use that lead to student engagement. Center for Research for Information Technology and Organization. [Online] Available: http://www.crito.uci.edu • Hall, G.E. & Rutherford, W. L. (1974). Concerns Questionnaire. Procedures for Adopting Educational Innovations/CBAM Project. R&D Center for Teacher Education, University of Texas at Austin. • Knezek, G., & Christensen, R. (2000). Refining best teaching practices for technology integration: KIDS project findings for 1999-2000. Denton, TX: University of North Texas. 132 pages. • Milken, (1999). Milken Exchange on Education Technology and Peter D. Hart Research Associates. Transforming learning through technology. [Online] Available: http://www.mff.org/edtech • Russell, A. L. (1995). Stages in learning new technology: Naïve adult email users. Computers in Education, 25(4), 173-178.

  16. See Findings/Online Instruments athttp://iittl.unt.edu/ • Comprehensive ICT Survey (with graphical feedback profile) http://data1.unt.edu/wcce_demographics.html • Brief ICT Survey (with graphical feedback profile) http://data1.unt.edu/wcce2_demographics.html • IITTL Web Site http://www.iittl.unt.edu/PLANIT