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Teachers’ Attitudes toward the Use of Teachers’ Attitudes toward the Use of Computers in the Classroom and Computers in the Classroom and
Differentiated Instruction and Differentiated Instruction and
Instructional TechnologyInstructional Technology Margherita N. ProsciaMargherita N. Proscia
Dowling CollegeDowling CollegeOakdale, NY USAOakdale, NY USA
[email protected]@dowling.com
Frances M. UlrichFrances M. UlrichDowling CollegeDowling College
Oakdale, NY USAOakdale, NY [email protected]@dowling.edu
Peter NicolinoPeter NicolinoDowling CollegeDowling College
Oakdale, NY USAOakdale, NY [email protected]@pmschools.org
Elsa-Sofia MoroteElsa-Sofia MoroteDowling CollegeDowling College
Oakdale, NY USAOakdale, NY [email protected]@aol.com
This study attempted to determine whether This study attempted to determine whether the level of knowledge, the level of knowledge,
and comfort with both differentiated instruction and comfort with both differentiated instruction (DI), and instructional technology (IT), can be (DI), and instructional technology (IT), can be
used to predict teachers’ attitude toward the use used to predict teachers’ attitude toward the use of computers.of computers.
There were four variables:There were four variables:• the knowledge of DI (Differentiated Instruction)the knowledge of DI (Differentiated Instruction)• the knowledge of (IT) Instructional Technologythe knowledge of (IT) Instructional Technology• the comfort level of DI, the comfort level of DI, • and the comfort level of IT. and the comfort level of IT.
• Seven public school districts participated, in which Seven public school districts participated, in which all classrooms were connected to the Internet. all classrooms were connected to the Internet.
• In addition, the study examined the In addition, the study examined the interrelationships between differentiated instruction interrelationships between differentiated instruction and instructional technology which were positively and instructional technology which were positively correlated. correlated.
There were 100 teachers who responded to There were 100 teachers who responded to the survey from three school districts. the survey from three school districts.
The teachers instructed kindergarten through The teachers instructed kindergarten through sixth grade and were surveyed in Long sixth grade and were surveyed in Long
Island, New York. Island, New York.
A seven part survey was completed which A seven part survey was completed which included a demographic section (part one), a included a demographic section (part one), a seven-point Likert scale (parts two - six), and seven-point Likert scale (parts two - six), and
two open-ended questions (part seven). two open-ended questions (part seven).
It was observed there is an inverse relationship It was observed there is an inverse relationship of teachers’ level of knowledge and comfort of teachers’ level of knowledge and comfort with differentiated instruction. with differentiated instruction. The teachers’ attitude toward the use computers The teachers’ attitude toward the use computers
has a strong correlation with instructional has a strong correlation with instructional technology. technology.
The significance of the study was that teachers with The significance of the study was that teachers with a high comfort level with DI indicated a -.10 toward a high comfort level with DI indicated a -.10 toward the attitude of use of computers in the classroom. the attitude of use of computers in the classroom.
Teachers with a high level of knowledge with DI Teachers with a high level of knowledge with DI also indicated -.17 toward the use of computer in also indicated -.17 toward the use of computer in the classroom.the classroom.
A path analysis was completed to ascertain the correlation between A path analysis was completed to ascertain the correlation between comfort and knowledge of Differentiated Instruction and Information comfort and knowledge of Differentiated Instruction and Information
Technology and the teachers’ attitude toward the use of or lack of use of Technology and the teachers’ attitude toward the use of or lack of use of computers in the classroom.computers in the classroom.
IT knowledge
DI knowledge
r=.63
Rsq=.30
Attitude toward using computer in the classroom
β=.16
Β=-.17
err
IT comfort
r=88
.r=62Β=.54
DI comfort
r=.91
r=.54
Β=-.10
r=.65
Figure 1 Path Analysis of Knowledge and Comfort with Differentiated Instruction (DI) and Instructional Technology (IT). How did the level of knowledge and comfort of teachers towards differentiated instruction and instructional technology affect a teacher’s attitude toward use of computers in the classroom?
Mediation by principals or lead teachers may be Mediation by principals or lead teachers may be necessary to guide teachers toward the best necessary to guide teachers toward the best method for incorporating differentiated method for incorporating differentiated instruction (Valli & Buese, 2007). instruction (Valli & Buese, 2007).
According to the study, attitude toward According to the study, attitude toward differentiated instruction is not a marker for differentiated instruction is not a marker for technological instruction. technological instruction. Results of the analysis confirm that knowledge and Results of the analysis confirm that knowledge and
comfort level of differentiated instruction does not comfort level of differentiated instruction does not affect attitude towards use in the classroom. affect attitude towards use in the classroom.
A correlation between the teachers’ attitude toward A correlation between the teachers’ attitude toward differentiated instruction, instructional technology, and differentiated instruction, instructional technology, and the use of computers in the classroom. the use of computers in the classroom.
According to this study, a positive According to this study, a positive attitude does influence computer attitude does influence computer
use in the classroom.use in the classroom.
Since the legislation of No Child Left Since the legislation of No Child Left Behind (NCLB) in 2001, standardized Behind (NCLB) in 2001, standardized testing and preparing students for testing testing and preparing students for testing has affected the teaching and pacing of has affected the teaching and pacing of the curriculum. the curriculum. These higher standards of learning These higher standards of learning
nationwide have motivated teachers to find nationwide have motivated teachers to find methods of instruction that will ensure quality methods of instruction that will ensure quality education for children of various abilities education for children of various abilities
NCLB has mandated that all students must be NCLB has mandated that all students must be proficient in reading and math by 2014.proficient in reading and math by 2014.
The National Center for Education Statistics The National Center for Education Statistics (1999) found that only one in five regular (1999) found that only one in five regular education teachers felt competent to instruct education teachers felt competent to instruct children from different cultures or who spoke children from different cultures or who spoke different languages and many did not feel different languages and many did not feel capable of instructing students with disabilities capable of instructing students with disabilities (Utley,2009).(Utley,2009).
One study (Valli & Buese, 2007) indicated One study (Valli & Buese, 2007) indicated that in their effort to learn how to that in their effort to learn how to differentiate instruction, teachers were not differentiate instruction, teachers were not producing quality lessons. producing quality lessons.
Another factor inhibiting differentiation is Another factor inhibiting differentiation is that the time involved in developing that the time involved in developing teacher/student relationships leaves little teacher/student relationships leaves little time for other demands of teaching time for other demands of teaching
Some studies have shown that Some studies have shown that differentiated instruction has not been the differentiated instruction has not been the best method for all learners. best method for all learners.
A study conducted by (Utley, 2009) A study conducted by (Utley, 2009) discussed that cooperative learning, as discussed that cooperative learning, as opposed to differentiated learning, was opposed to differentiated learning, was beneficial to all learners in an inclusive beneficial to all learners in an inclusive classroom.classroom.
One requirement of teaching in the 21st One requirement of teaching in the 21st century that must be eventually century that must be eventually addressed, is the use of informational addressed, is the use of informational technology across the curriculum. technology across the curriculum. Incorporating technology, in addition to the Incorporating technology, in addition to the
new instructional methods teachers now must new instructional methods teachers now must utilize in the classroom, has become difficult utilize in the classroom, has become difficult (Valli & Buese, 2007). (Valli & Buese, 2007).
This causes educators to question how This causes educators to question how teachers’ knowledge and comfort with teachers’ knowledge and comfort with differentiated instruction and informational differentiated instruction and informational technology predict their attitudes toward the technology predict their attitudes toward the use of computers in the classroom.use of computers in the classroom.
Recognizing that change is a process, one must Recognizing that change is a process, one must be aware that individuals adapt to change at be aware that individuals adapt to change at varied speeds. varied speeds. Loucks-Horsley (1996) cited in the Concerns-Based Loucks-Horsley (1996) cited in the Concerns-Based
Adoption Model that “individuals fit into two Adoption Model that “individuals fit into two dimensions: stages of concern and levels of use.” dimensions: stages of concern and levels of use.”
Dwyer (1990) found that “teachers who were using Dwyer (1990) found that “teachers who were using instructional technology were doing so to support the instructional technology were doing so to support the same style of teaching” and not as a new same style of teaching” and not as a new development. development.
Teachers experienced anxiety with the Teachers experienced anxiety with the disruption to the status quo of their classroom disruption to the status quo of their classroom routines, demonstrating a symbolic change and routines, demonstrating a symbolic change and not an authentic change. not an authentic change.
Perhaps as leaders continue toward Perhaps as leaders continue toward transforming classrooms with the use of transforming classrooms with the use of computers, attention needs to be directed computers, attention needs to be directed toward cultivating the attitudes of teachers toward cultivating the attitudes of teachers through the transformation of school culture. through the transformation of school culture.
The results of this study reveal that knowledge and The results of this study reveal that knowledge and comfort levels show a positive relationship between comfort levels show a positive relationship between instructional technology and attitude toward computer instructional technology and attitude toward computer use in the classroom. use in the classroom.
Educational technology is the analysis and facilitation of Educational technology is the analysis and facilitation of learning and enhancing learning by producing, using and learning and enhancing learning by producing, using and organizing appropriate technological methods in order to organizing appropriate technological methods in order to better understand and integrate academics, so as to better understand and integrate academics, so as to increase individual ability. increase individual ability.
Educational Technology includes, but is not limited to, software, Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. hardware, as well as Internet applications and activities. Traditional classrooms utilize many kinds of computer Traditional classrooms utilize many kinds of computer technology, including computers in the classroom and class technology, including computers in the classroom and class websites to display student work. websites to display student work.
Mobile devices such as clickers and microphones along with Mobile devices such as clickers and microphones along with digital cameras, video cameras, interactive whiteboard tools, digital cameras, video cameras, interactive whiteboard tools, document cameras, or LCD projectors, are increasing in document cameras, or LCD projectors, are increasing in popularity in classrooms across the country. popularity in classrooms across the country.
Although technology in the classroom does have Although technology in the classroom does have many benefits, lack of proper staff training, many benefits, lack of proper staff training, limited access to adequate quantities of a limited access to adequate quantities of a technology, and the extra time required, are just technology, and the extra time required, are just a few of the reasons that technology is often not a few of the reasons that technology is often not used to a large extent in the classroom.used to a large extent in the classroom.
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