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Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program

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Wood, E., Anderson, A., Piquette-Tomei, N., Savage, R. & Mueller, J. (2011). Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program. Journal of Technology and Teacher Education, 19(4), 499-525. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/34599.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 19, Issue 4, October 2011
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Eileen Wood, Alissa Anderson, Wilfrid Laurier University, Canada; Noella Piquette-Tomei, University of Lethbridge, Canada; Robert Savage, McGill University, Canada; Julie Mueller, Wilfrid Laurier University, Canada

Abstract

Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 ½ month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of the 80 just-in-time support sessions indicated that the greatest number of support requests pertained to computer software, and computer hardware. A smaller number of support requests involved classroom management, reading, and “other” issues. As expected, the greatest level of support was required during the initial stages of implementation, with support requests declining over time. Interestingly, the types of support requested remained constant indicating that software and hardware concerns persist as the most problematic concerns when integrating technology. The vast majority of problems were addressed immediately through just-in-time support allowing classes to continue as planned. The implications for support for integration are discussed.

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