A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
SIGNIFICANT FACTORS IN PROFESSIONAL STAFF DEVELOPMENT FOR ELEMENTARY TEACHERS THAT CONTRIBUTE TO THE USE OF COMPUTERS IN THE CLASSROOM
Karen S. Dewalt, Ed. D.
May 1999

RETURN
edited 01/20/01

 


ABSTRACT

The purpose of this study was to examine the factors that are significant in professional staff development that contribute to the efficacy of elementary teachers' use of computer technology in the elementary classroom. The substantive frame of the study was based on research findings and discussions in literature that were organized into several sections. An historical overview of technology and the classroom teacher provided the foundation for related literature on teachers' use of computers in the classroom. District responses to integrating technology into the curriculum, impediments to effective classroom use of computers, and staff development models were reviewed. The study reported on a growing trend of using Internet opportunities as a vehicle for continuing formal and informal professional staff development.

A questionnaire survey was developed and completed using purposive sampling from an accessible population of elementary teachers. The target groups were teachers in grades K - 6 in any one of 18 public school districts in Berks County, Pennsylvania, USA. A stratified random sampling technique was employed to select samples drawn independently and randomly from the stratum of school districts and elementary schools. The demographic information about gender, age, number of years in teaching, current grade level and home computer were analyzed in terms of frequency of responses per categories and percentage conversion per category. Dependent variables were responses to questions on computer use and staff development items generated from a Likert type scale survey. The statistical treatment and analysis of the data were related to research questions on how elementary teachers use computers in the classroom and the important factors elementary teachers value in learning to use the computer. The results of the instrument findings indicated that the elementary teachers use computers to manage the classroom and to integrate technology into several of the content areas. Professional development options were varied. Findings include the following: most elementary teachers use trial and error, leam through course work taken at colleges or universities, and/or support others or receive personal or expert support as significant methods of learning how to use computers.

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