Assessment of Teacher Beliefs and Perceptions about the Effects of Computer-Based Technology on Reading and Language Arts Achievement

Samuel Securro*, Jenny Mayo**, Leslie Rinehart***
* Associate Professor, Doctoral Programs, Marshall University Graduate College.
**,*** Doctoral Candidates, Marshall University Graduate College
Periodicity:June - August'2009
DOI : https://doi.org/10.26634/jsch.5.1.234

Abstract

Classroom teachers in K-12 are expected to significantly integrate instructional technology into their teaching plans. Not withstanding a need for technical know-how, what is the effect of one’s beliefs and perceptions about the value of technology for improving and enhancing instruction on teacher’s motivation and commitment to integrate these resources?

This study sought information about the beliefs and perceptions of four, middle school language arts teachers regarding their previous experiences with an instructional technology program, including how it affected their instructional roles and their student’s reading achievement.

Teachers interviewed indicated that the technology afforded independence for student learning and the repetition needed by slower learners. The program should stay “external to in-class routines and activities” and that they could teach effectively without it, “if needed”; but students are ” interested in technology”. Girls appeared to be as comfortable as the boys with the technology and there was no evidence of gender bias in the graphics, icons and speech features. There was considerable variation in technology training among these teachers; and “having the time” for additional training was noted as a barrier to continual development and implementation of technology.

Keywords

Teacher Perceptions/Beliefs; Technology Integration; Learning Technologies; Instructional Technology.

How to Cite this Article?

Samuel Securro,Jenny Mayo and Leslie Rinehart (2009). Assessment of Teacher Beliefs and Perceptions about the Effects of Computer-Based Technology on Reading and Language Arts Achievement. i-manager’s Journal on School Educational Technology. 5(1).72-80. https://doi.org/10.26634/jsch.5.1.234

References

[1]. Clark, D. D. (2008). West Virginia Teachers Using 21st Century Tools to Teach in a 21 Century Context. Unpublished doctoral dissertation. Marshall University Graduate College, West Virginia.
[2]. Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22, 320-324.
[3]. Cope, C. & Ward, P. (2002).Integrating technology into classrooms: The importance of teachers' perceptions. Educational Technology and Society, 5, (1).
[4]. Duhaney, D.C., & Zemel, P.C. (2000). Technology and the educational process: Transforming classroom activities. International Journal of Instructional Media, 27, Issue1, 67-73.
[5]. Guerrero, S.M. (2005). Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), 249-267.
[6]. Kuzmicic, A.W. (2006). Perceptions of elementary and middle school teachers toward technology integration. Ph.D. dissertation, The University of Alabama at Birmingham, United States, Alabama. Retrieved March 14, 2008 from ProQuest Dissertations &Theses: Full text database. (Publication No. AAT 3253057).
[7]. O'Byrne, B., Securro, S., Jones, J., & Cadle, C. (2006). Making the cut; the impact of an integrated learning system on low achieving middle school students. Journal of Computer Assisted Learning, 22, 1-11.
[8]. Parr, J.M. (1999). Going to school the technological way: Co- Constructed classrooms and student perceptions of learning with technology. Journal of Educational Computing Research, 20, (4), 365-377.
[9]. Rogers, R. (2007). Using Rogers's theory of perceived attributes to address barriers to educational technology integration. PhD. dissertation, Walden University United States, Minnesota. Retrieved March 14, 2009, from ProQuest Digital Dissertation Full-text database. (Publication No. AAT 3277943).
[10]. Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54, (4), 297-310.
[11]. Schrum, L., Giley, S., & Miller, R. (2008). Understanding tech-savvy teachers: Identifying their characteristics, motivation and challenges. International Journal of Technology in Teaching and Learning, 4(1), 1- 20.
[12]. Securro, S., Jones, J.D., & Cantrell, D. (2008). Effect of extensive engagement with Merit Reading and Language Arts Software on reading achievement for middle school students. Unpublished manuscript, Marshall University Graduate College at South Charleston, West Virginia.
[13]. U.S. Department of Education, National Center for Education Statistics (2000). Teacher's tools for the 21st century: A report on teacher's use of technology. Washington, D.C. Author. Retrieved March 23, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/co ntent_storage_01/0000019b/80/16/6b/f7.pdf
[14]. Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.