Applying Technology to Restructuring and Learning. Final Research Report.

Autor/inn/en	Heath, Marilyn; Burns, Mary; Dimock, K. Victoria; Burniske, Jackie; Menchaca, Marylu; Ravitz, Jason
Institution	Southwest Educational Development Lab., Austin, TX.
Titel	Applying Technology to Restructuring and Learning. Final Research Report.
Quelle	(2000), (273 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Active Learning; Case Studies; Classroom Environment; Computer Literacy; Computer Uses in Education; Constructivism (Learning); Disadvantaged; Educational Change; Educational Practices; Elementary Secondary Education; Models; Professional Development; Qualitative Research; Rural Schools; Teaching Methods; Technology Integration + Suchen Sie Ihr Suchwort? Aktives Lernen; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Computerkenntnisse; Computernutzung; Bildungsreform; Bildungspraxis; Analogiemodell; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A two-tier intervention study was designed to provide descriptive models of constructivist learning environments supported by appropriate technology, as they emerged in project classroom. Tier 1 was a collective case study of approximately 150 classrooms in 5 southwestern states whose teachers received training in applying technology. Tier 2 consisted of detailed case studies of six teachers and how they created constructivist learning environments. The project focused on classrooms with high populations of traditionally underserved students, including economically disadvantaged, linguistically diverse, rural, American Indian, and Mexican American students. The intervention consisted of assistance to participating teachers in technology planning, professional development, and follow-up assistance and support. Findings indicate that (1) while teachers with only one computer can and did change their practice, that change was minimal compared with that observed in classrooms with more computers; (2) knowing how computer technology can be used to enhance learning and being able to plan effective learning activities were more important than having strong personal computer skills; (3) professional development that engaged teachers as learners and modeled the integration of technology with learner-centered approaches enabled many teachers to implement technology and constructivism concurrently; (4) rather than a single model, a range of constructivist practices supported by technology emerged; (5) more change in teaching practice and technology use occurred at sites where more teachers participated; and (6) the change process varied with different teachers. Appendices present an overview of the case studies, the six case studies, case study interview questions, and other research materials. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC