Summary
Although much progress has been made in teacher computer access and technology
training in recent years, the evolving nature of new technologies creates a
continuing demand for technology assistance and training in schools. Educators
need further training in creating activities that fuse technology and more time
to develop lesson plans. The greater needs expressed by urban educators are
probably more related to larger school size than to student population
characteristics, as the percentage of respondents serving low-income or other
disadvantaged populations was relatively similar across school locales. Larger
school size and more equipment can place additional burdens on technicians, thus
lengthening their response time to teachers in need of assistance.
References
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Hadley, M., & Sheingold, K. (1993). Commonalties and
distinctive patterns in teachers' integration of computers.
American Journal of Education, 101, 261-315.
National Center for Education Statistics [NCES]. (2000).
Teachers' tools for the 21st century: A report on
teachers' use of technology. U.S. Department of
Education. Retrieved September 2003, from
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102
