Beginning the Change Process: Teacher Stages of Concern and Levels of Internet Use in Curriculum Design and Delivery in one Middle and High School Setting
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Gershner, V.T. & Snider, S.L. (1999). Beginning the Change Process: Teacher Stages of Concern and Levels of Internet Use in Curriculum Design and Delivery in one Middle and High School Setting. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 1692-1698). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/8176.
Society for Information Technology & Teacher Education International Conference (SITE) 1999
J.D. Price, J Willis, Dee Anna Willis, M Jost & S Boger-Mehall
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Table of Contents
This progress report delineates processes and procedures in assessing changes in teacher attitudes and behaviors as they utilize Internet for the first time in curriculum development and delivery. The setting is a north Texas rural district serving 1320 students. The sample includes 66 teachers in the middle school and high school. Quantitative data on the Stages of Concern are elicited electronically at three stages in the semester. Quantitative data on the Levels of Use are elicited in face-to-face interviews at the same three stages. Concurrently all teachers participate in a project listserv which provides structure for professional colloquy and qualitative data for analysis. The model provides a framework for the study of change processes relating to various innovation configurations.
- The Zon Project: Creating a Virtual Environment for Learning Chinese Language and Culture
- Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature
- Peer Coaching: A Sustainable and Effective Professional Development Model for K-12 and Teacher Education Technology Integration
- Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes.
- Web-Supported Communities for Teacher Professional Development: Five Cautions
- A Technological Pedagogical Content Knowledge Framework for Mathematics Teachers
- Building a Knowledge Community among Higher Education Institutions
- Participatory Media in Informal Learning
- Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
- Professional Development in the Technology Zone
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