How Exemplary Computer-Using Teachers Differ From Other Teachers Implications for Realizing the Potential of Computers in Schools

• Published in: Journal of research on computing in education Vol. 26; no. 3; pp. 291 - 321
• Main Author: Becker, Henry Jay
• Format: Journal Article
• Language: English
• Published: Routledge 01-03-1994
• Subjects: Class Size; Collegiality; Comparative Analysis; Competence; Computer Assisted Instruction; computer utilization; Educational Environment; effectiveness; Elementary School Teachers; Elementary Secondary Education; Evaluation Criteria; National Surveys; Resource Allocation; School Support; Schools; Secondary School Teachers; Surveys; Tables (Data); Teacher Background; Teacher Characteristics; Teacher Effectiveness; Teacher Surveys; Teachers; Teaching Methods; USA
• ISSN: 0888-6504; 2376-5836
• DOI: 10.1080/08886504.1994.10782093

Using national survey data from 3rd- through 12th-grade teachers of academic subjects, 45 teachers out of 516 were identified as being exemplary computer-using teachers. Four factors in the teaching environment made exemplary computer users more likely to be present: collegiality among users, school support for using computers for consequential activities, resources allocated to staff development and computer coordination, and smaller class sizes. Also found were certain factors in teachers' backgrounds that were related to the probability of their being designated as exemplary users (e.g., if they were liberal arts majors rather than education majors) and showed that only among exemplary users were major changes in content coverage accomplished. The presence of exemplary users in a school did not result in fewer problems for administrators-just different ones. Contrary to expectations, exemplary teachers were not overrepresented in high socioeconomic communities, nor did they disproportionately teach classes of high-ability students.