When Attitudes Change, Do Changes in Practice Follow?

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Norton, P. & Farrell, N. (2001). When Attitudes Change, Do Changes in Practice Follow?. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 959-964). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16849.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
ISBN 1-880094-41-X
  Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Priscilla Norton, Nancy Farrell, George Mason Univ., USA

Abstract

In order to meet the challenge of teacher education responsive to the integration of the newer electronic technologies, the Integrating Technology in Schools (ITS) Program leading to a Masters of Education in Curriculum and Instruction was developed. The ITS Program is structured around a cohort process that supports students finding common ground around a shared set of experiences, knowledge, readings, activities, and support systems. This paper presents a summary of data obtained during the 1999-2000 ITS Program and examines 1.) changes in participants' stages of concern, 2.) changes in participants' self-reported frequency of technology use, 3.) changes in participants' self-report concerning collegial interactions, 4.) changes in participants' summary of assigned technology use in their classrooms, and 5.) conversations with participants. Examining these changes enabled the authors to discuss the relationship between changes in attitude and classroom practice.

Keywords

• Classrooms
• Schools
• Curriculum
• Educational Technology
• Integration

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