District and School Incentives for Teacher' Instructional Uses of Microcomputers
District and School Incentives for Teacher' Instructional Uses of Microcomputers

Author: C. Stasz

Publisher:

Published: 1985

Total Pages: 17

ISBN-13:

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The microcomputer has become an important educational innovation, and the number of computers available for instruction in public schools is increasing dramatically. The number of teachers with training and knowledge to use computers effectively for instruction is lagging and consequently, beneficial uses of the technology are far from realized. There is widespread recognition that to optimize computer use in classrooms, many teachers will need some form of encouragement. A key factor that may encourage more widespread use of microcomputers in classroom instruction is teacher incentives. Various types of incentives have been proposed to stimulate teachers' involvement with computers. For example, organizational incentives such as support for training or providing various forms of technical assistance may help encourage the implementation of microcomputers to teachers over weekends, vacations, and summers or subsidizing teachers to author courseware may increase teachers' proficiency with computers.

Administrative Policies for Increasing the Use of Microcomputers in Instruction
Administrative Policies for Increasing the Use of Microcomputers in Instruction

Author: John D. Winkler

Publisher: Rand Corporation

Published: 1986

Total Pages: 0

ISBN-13: 9780833007308

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This report describes the results of a national survey of computer supervisors in 155 public school districts that currently own microcomputers. Data from this survey were used to examine the incentive value of a variety of administrative computer policies for encouraging more widespread participation by teachers in inservice training and use of microcomputers as a tool for instruction in subject matter classes. Such policies include technical support, rewards and incentives for teachers, and the involvement of teaching staff in decisions about the implementation of microcomputer-based instruction. The report presents the conceptual framework for the study; reviews the literature on improving participation in inservice training and encouraging educational innovations; describes the survey and presents the survey results; and discusses the implications of the findings for educational research and policy. Statistical data are presented in 12 tables, the survey instrument is appended, and references are provided. (KM)

Staff Development for Instructional Uses of Microcomputers
Staff Development for Instructional Uses of Microcomputers

Author:

Publisher:

Published: 1984

Total Pages: 27

ISBN-13:

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The lack of adequately trained teachers presents a major obstacle to the effective instructional uses of microcomputers in schools. For example, a survey of all school districts in California revealed that over 60 percent of the teachers using computers were either unprepared or inadequately prepared. Over three-fourths of the districts not using computers reported that faculty had practically no preparation in instructional computer use. This shortage of trained teachers is clearly evidenced not only in California, but in other states. Moreover, a few districts have the facilities, resources, staff, and reward structure to offer a systematic training program for microcomputer-based instruction. A second factor is the number of teachers who require training. Although the number of computer-related courses offered at teacher-training institutions is increasing, the vast majority of teachers do not receive this preservice education in computer use. For example, in a national survey of 1200 teachers, only 11 percent reported receiving some computer training in college or university.

A Survey of Incentives for Staff Development of Computer-Based Instruction
A Survey of Incentives for Staff Development of Computer-Based Instruction

Author: John D. Winkler

Publisher:

Published:

Total Pages: 0

ISBN-13:

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Microcomputers have been heralded as a tool with great potential for improving the quality of instruction. While there is no doubt that the number of microcomputers available for instruction is increasing dramatically, the number of teachers with training and knowledge of how to use them effectively for instruction is lagging greatly. This shortage of trained teachers occurs for a number of reasons, including a lack of computer-related courses offered in teacher training institutions, the inability of economically pressed school districts to hire new teachers with computer training, and insufficient staff development programs. The nature of incentives offered teachers will likely play a key role in encouraging their participation in staff development of microcomputer-based instruction. These incentives include incremental salary credit reimbursement for outside courses release time and new job titles with higher salaries for technically experienced teachers. The purpose of this study, sponsored by the National Institute of Education, is to examine how different forms of incentives and support increase the quality of computer-based instruction and the role that staff development plays in this process.

Barriers and Incentives to Computer Usage in Teaching
Barriers and Incentives to Computer Usage in Teaching

Author: Janet W. Schofield

Publisher:

Published: 1988

Total Pages: 44

ISBN-13:

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An intensive qualitative two-year study of computer usage in an urban high school suggested many barriers to the utilization of microcomputers for instructional purposes. These barriers included (a) teachers' lack of clarity about why and how computers can be used in various fields, (b) teachers' lack of familiarity with computer hardware and software, (c) the overload of knowledgeable teachers, (d) the inertia inherent in a system in which well-established alternative procedures seem to be working adequately, and (e) the threat that the process of learning about and using computers posed to many teachers' sense of competence. Incentives leading to computer usage were considerably fewer and weaker. The included (a) teachers' belief that important instructional goals could best be met through computer usage, (b) teachers' own personal enjoyment of computer usage, and (c) administrators' belief that computers were useful as a public relations tool in attracting and retaining the students who might otherwise attend private schools. The study also found indications that when computer usage does occur to a substantial extent it may markedly influence important aspects of classroom structure and functioning. For example, there was reason to believe that heavy use of at least certain kinds of software led to a shift in grading practices and changes in the amount and type of attention given to students of varying achievement levels. Keywords: Computer aided instruction, Technological innovation, Educational change, Teaching methods. (sdw).