Date of Graduation

1999

Document Type

Thesis

Abstract

This study utilized a case study format for examining one urban high school's inclusion of technology and subsequent changes to the curriculum, school design, school organization, and teachers' pedagogy brought about as a consequence. Specifically, the study addressed five broad questions: (1) How do teachers view technology's role in their curriculum? (2) What is the role of computers in curriculum change? (3) Does extended work with computers change the types of communications processes used? (4) How does work with computers change (a) instructional practices, (b) overall school design, and (c) school organization? and (5) What is the role of change management theory in educational change? Data was collected through the use of a 61-item, Likert-type questionnaire; in-depth conversations with randomly selected teachers; classroom observations; and analysis of documents relating to technology integration. Teachers reported strong beliefs in both traditional and non-traditional uses of computers, but these beliefs did not necessarily reflect actual classroom practices. In terms of curriculum changes, teachers reported that student learning had increased overall and that student expectations were changing. That belief was supported by student editorials calling for widespread teacher integration of technology. Fully 79% of the teachers responding stated that they had made changes to their curriculum within the past five years. Teachers felt positive about support that they received for using and integrating technology. They had access to an on-site school technologist, a supportive principal, and specific technology courses offered by the school district. It appeared that when teachers and students had access to, extended work with, and support in learning to use technology, the communications processes within the content classrooms did begin to change. This was apparent as students reassessed the audience for writing tasks they completed, or as they considered issues of plagiarism and copyright laws. Within school design, there did not appear to be major design changes in classrooms. Student desks were typically in straight rows, and in classrooms with one computer, the computer was usually placed on the teacher's desk or very near to it. Only 25% of the teachers felt that the computer area in their classroom had become a major focus area.

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