Diversity in the use of technology in instruction and assessment strategies in one predominantly African-American Metro Atlanta public high school
Year: 2012
Type: article
Study design: Observational Study
Abstract: The purpose of this sequential mixed method research study is to examine the effects of the technology in the classroom, and to understand why highly qualified teachers in metro Atlanta who teach minority, low income students and diversity in the use of technology in their lesson plans, assessments, instruction, expectations from students, and in-class student time. These teachers did attend mandatory in-service training where they were not only trained to use technology; they were cautioned they would be evaluated on their regular use of technology in their lessons. The participants are representative of teachers from Metro Atlanta who have been teaching about five years, about 5 1/2 years with high-risk students, but only about two years at their current school. Most participants have Master’s degrees and are certified to teach in their field of study. About 20 students are assigned to each of their classes. Of the 20 teachers invited to participate, 19-95%, accepted the invitation and completed the survey. Of that number, for unknown reasons, up to five participants skipped various questions repeated times. The first part of the survey was demographic and was tabulated by frequencies and percentages. In analyzing all the data from the surveys, one item showed significant for teachers: “Technology is important,” and that item is required by the school district as a condition of employment—the computerized grade book. No other item showed significant for importance. Liquid crystal display (LCD) projectors and Smart boards showed significant for nonuse.
Author: Jason Thomas James
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W98495549