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Document Type:Latin Dissertation
Language of Document:English
Record Number:54466
Doc. No:TL24420
Call number:‭3498476‬
Main Entry:Michael William Schaffer
Title & Author:Public and private middle school teachers: An analysis of the use of technology and support for classroom instructionMichael William Schaffer
College:Bowie State University
Date:2007
Degree:Ed.D.
student score:2007
Page No:3
Abstract:The purpose of this research investigation was to measure the hypothesized differences between public and private middle school teachers' use of available computer technology as a part of their daily classroom instruction. In this connection, the proposed study will primarily examine (1) demographic differences among teachers and the use of computer technology for their classroom instruction, (2) information relative to the use of computer technology in public and private middle school teachers' classroom instruction, and (3) the use of computer technology for instructional assessment. The broad investigative theme of the research study is: Why does the literature appear to indicate that public and private middle school teachers infrequently use available computer technology in their classrooms? This study was a non-experimental and multivariate correlational research study. Samples of secondary quantitative data will be extracted from the National Center for Education Statistics (NCES 1999–2000) Schools and Staffing Survey. Specifically, the "Public School Teacher Questionnaire" component of that instrument is the primary focus of the data collection process. Instrument reliability and validity were established by staff at the National Center for Educational Statistics. NCES conducted a re-interview program in order to evaluate the reliability of the questions selected for inclusion in the 1999–2000 Schools and Staffing Survey version. The primary goal of the re-interview program was to develop estimates of sample response variation. This process was designed to measure the consistency of responses between the previous editions of the survey. Also, the re-interview process provided reliability measures for certain questions considered critical, problematic to the survey and re-composed questions that were used in previous survey editions. The proposed research study of differences between public and private middle school teachers' use of the available computer technology as a part of their daily classroom instruction is an important educational topic. This topical area is significant because of the major need to expand the knowledge base relative to both the public and private middle schools to the extent in which differences may exist in the use of technology for instruction exist. Another specific function is to gain some insight on the variety of computer and related technology currently used in classroom instruction. A secondary need is to identify some of the characteristics of public and private middle school teachers' staff development experiences in support of the computer and related technology in their classroom instructional activities. Eight research questions that were generated for the proposed research study are: (1) Are there any significant differences between public and private middle school teachers and gender relative to the use of available computer technology in their classrooms, and assessments? (2) Are there any significant differences between public and private middle school teachers and gender relative to instructional use, and assessments? (3) Are there any significant differences between public and private middle school teachers and gender relative to access to staff development, hours of staff development, release time, mentoring, teacher networking, and workshops attended? (4) Are there any significant differences between public and private middle school teachers and gender relative to the staff development training for computer technology use by middle school teachers' classrooms, professional development priorities, and years of teaching? (5) Are there any significant differences between public and private middle school teachers and gender relative to their professional development participation and race, union/employee organization affiliation and gender? (6) Are there any significant differences between public and private middle school teachers and gender relative to the use of computers as a part of their regular class for solving problems, writing and skill prac ice? (7) Are there any significant differences between public and private middle school teachers and gender relative to instructional use, professional development, and computer technology use in their classroom? (8) Are there any significant differences between public and private middle school teachers and Union/similar organization affiliation relative to instructional use, professional development, and computer technology use in classrooms? With the complexity and demands of today's global society, computer technology information and skills that students need to know far exceeds that of previous decades. Public and private middle school teachers must be computer and related technology qualified to use such available technology tools in their classroom instructional activities. Additionally, educational administrators need to have ongoing and effective human and material resources to support the computer technology use by their teachers. Consequently, this information will enable public and private middle school teachers to assist their students in improving their computer and related technology skills. This support will provide those students the needed computer and related technology skills in order to qualify for employment in today's computer-based technological work force. (Abstract shortened by UMI.)
Subject:Education; Classroom instruction; Middle school teachers; Private middle school; Public middle school; Educational technology; 0710:Educational technology
Added Entry:H. L. Aubruy
Added Entry:Bowie State University