Date Approved

5-31-1999

Embargo Period

8-2-2016

Document Type

Thesis

Degree Name

M.A. in Educational Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald

Subject(s)

Computer-assisted instruction; Educational technology

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

This study described and evaluated the extent to which technology has improved instruction, and thus improved student learning, in elementary schools in Deptford Township, a K-12 district. The study included all K-6 grade teachers. A 31-item survey was completed by 85% of elementary school teachers. Percentages of answers were mathematically calculated and lists of software programs and student systems for computer use were compiled. The majority of elementary teachers described their level of expertise regarding technology as "able to manage as long as everything runs correctly". The results reveal a high dissatisfaction with the type and amount of technology training and/or help that has been offered by the district, but most teachers are willing to receive training in technology uses and integration into instruction. The results show that elementary teachers overwhelmingly believe that technology can improve instruction and are incorporating computers into their classroom routines. The average amount of time allotted for student computer use is 30 minutes per student per week. However, student usage is inconsistent from classroom to classroom and building to building. Additionally, the software programs being used may or may not support the curriculum and are used inconsistently. In conclusion, although computers are being used in the classrooms by teachers and students, technology has not improved instruction in Deptford Township to any measurable degree.

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