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.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 1999
1999
ISBN 1-880094-33-9
  J.D. Price, J Willis, Dee Anna Willis, M Jost & S Boger-Mehall
AACE

More Information on SITE
Table of Contents

Authors

Vera T. Gershner, Sharla L. Snider, Texas Woman's University, United States

Abstract

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.

Keywords

• Change
• Middle School Education
• Developmental Stages
• Teachers
• Professional Development

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