Technlogy in the Classroom在教室的技术.pptVIP

Technology in the Classroom A Piece of the Digital Divide Abstract The Center for Research on Information Technology and Organizations at the University of California, Irvine conducted research, Teaching, Learning, and Computing, through teachers, principals, and technology coordinators to find out how much teaching practices and beliefs, as well as, schools finances and spending effects instructional technology. Teachers, Principals, and technology coordinators were interviewed so they could determine there individual and school philosophies. As a result, they found that teachers use the computer differently depending on student abilities. They also discovered that the amount of money the school puts toward technology and training effects the instructional strategies used to teach. Poorer schools were deemed to have fewer teachers who use the constructivist approach. In addition, teachers who collaborate with other teachers used the constructivist approach more often. Teaching, Learning, and Computing was the initial research project. Since they conducted the research, they have added further questions and updates. CRITOThe Center for Research on Information Technology and Organizations at the University of California, Irvine IT in Education Research Project: Teaching Learning and Computing: A national survey of Schools and Teachers Teaching Learning and Computing: The National Survey of schools and teachers Investigator: Hank Becker TLC Website Logistics of TLC Research Study Survey Questionnaires 70% Individual Response Rate Teachers’ use of Computer Technology Students in High-Achieving Classes were more likely to use: CD ROM Simulations Multimedia Tools WWW Browser Word PowerPoint Graphics Spreadsheet E-mail Students in Low-Achieving Classes were more likely to use: Drill and Practice CD ROM Simulations Multimedia Tools WWW Browser Word PowerPoint Graphics Socio-Economic Status Low SES Schools (Poor) are more Likely to use Computers for: M