Integrating Computing across the Curriculum: The Impact of Internal Barriers and Training Intensity on Computer Integration in the Elementary School Classroom

Autor/inn/en	Coleman, LaToya O.; Gibson, Philip; Cotten, Shelia R.; Howell-Moroney, Michael; Stringer, Kristi
Titel	Integrating Computing across the Curriculum: The Impact of Internal Barriers and Training Intensity on Computer Integration in the Elementary School Classroom
Quelle	In: Journal of Educational Computing Research, 54 (2016) 2, S.275-294 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115616645
Schlagwörter	Correlation; Barriers; Technology Integration; Computer Uses in Education; Elementary School Teachers; Grade 4; Grade 5; Teacher Attitudes; Computer Attitudes; Anxiety; Computer Literacy; Mixed Methods Research; Faculty Development; Urban Schools; Rating Scales; Observation; Statistical Analysis + Suchen Sie Ihr Suchwort? Korrelation; Computernutzung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerverhalten; Angst; Computerkenntnisse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rating-Skala; Beobachtung; Statistische Analyse
Abstract	This study examines the relationship between internal barriers, professional development, and computer integration outcomes among a sample of fourth- and fifth-grade teachers in an urban, low-income school district in the Southeastern United States. Specifically, we examine the impact of teachers' computer attitudes, computer anxiety, and computer training on the quality of computer integration in their classrooms. Using data from the Integrating Computing Across the Curriculum project, we utilize a mixed-methods approach to explore these relationships. Our results indicate that teacher attitudes and participation in an intensive computer-based training have a positive effect on computer integration practices. Findings from this study support providing teachers with more computer-based training which aims to improve the quality of classroom integration. This may lead to improvements in teacher attitudes toward computing and an increase in levels of computer integration in the elementary school classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01