COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO THE STUDENTS AND TEACHERS SAY?

Carl L. Reynolds, Professor
University of Wyoming
Introduction
Since 1986, public school personnel throughout the state have been encouraged to
integrate computer technology in the classroom. The State Department of Education
mandated a computer aided instruction in-service course as part of teacher recertification
requirements. For example, The Wyoming State Technology Plan (September, 1997) has
within its long-range objectives the need to establish and evaluate integrated technology
practices within the public schools. School districts have requested numerous university
sponsored extension courses involving new instructional technologies. Almost every
district-sponsored staff development plan included some form of teacher in-service for
integrating computer technology in the classroom. During this same timeframe, the
College of Education implemented computer technology course requirements as part of
the undergraduate teacher education program. It is unclear as to what degree schools in
Wyoming have integrated computer technologies into their classrooms. Also, it is not
known as to whether the College of Education is providing the appropriate support to
facilitate the integration of computer technologies in public schools. Other states have
begun similar investigations to determine the status of this technology integration such as
the effort just begun in Missouri (University of Missouri, 1998).
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Theoretical/Literature Base
Computer technologies have been hailed as the most likely innovation to effect
change in the public schools (Connick & Russo, 1995). The ability to access information
from world-wide sources (Leu, etal, 1997), create simulations with three dimensional
effects, manipulate graphic animations and sound, without the need for programming
skills on low-cost desktop and laptop computers has unleashed a power to learners that
require teachers to relinquish the role of provider of all information. Someone was once
quoted as saying “Overhead projectors were used in bowling alleys for 35 years before
they were commonly used in the classroom”. It is hoped that computer technology
integration is occurring at a better rate than what happened for the overhead projector.
It has been suggested that the role of the teacher in the classroom must change as
computer technologies are integrated in the classroom (Bielefeldt, 1997, Plater, 1995,
Rowe, 1993). Emphasis has been placed on the teacher as accepting a facilitative role in
guiding students through information access and processing, problem-solving, and
creative learning projects on the computer in a student-centered classroom rather than the
traditional image as the presenter in front of the class. It has also been suggested that
teacher-student interaction can be more electronic, such as email, during times other than
the official school day similar to the techniques employed in distance education (Lehman,
1995).
Teachers who have effectively integrated these technologies in their classrooms
have reported higher levels of motivation, interest in learning, increased problem-solving
skills, and improved achievement by the students (Mingus & Grassl, 1997, Rowe, 1993,
Sawyer, 1994). Based upon efforts with in-service activities with teachers in Wyoming,
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primarily at the elementary school level, it was a natural question to ask if the same
motivation level and interest was occurring at the secondary level as well, or whether the
integration of computer technologies had occurred successfully in the 9-12 classrooms.
Objectives of the Study
The intent of the study was to determine the answers to the following questions:
1. What types and levels of computer technologies are being used by students
and teachers?
2. What effect, if any, have computer technologies had on teaching and learning
practices in schools?
3. What practices have been successful in promoting successful adoption of
computer technologies in schools?
4. Have computer technologies changed the way teachers teach and students
learn?
Procedures
Because there were limited reports of research efforts focused on the questions
listed above, a naturalistic inquiry approach was selected to conduct the study. This
approach was selected in order to facilitate on-site observations while schools were in
session and to enable unpredicted answers to be followed by additional inquiry during the
interviews (Lincoln & Guba, 1985). Selected high schools in Wyoming were contacted
requesting permission by the researcher to visit during the Fall, 1998. During the visit,
permission was obtained to visit students in classes, study halls, and computer labs to
determine their perceptions as to use of computers in their school. The groups were
selected on the basis of obtaining a representative sample of ninth through twelfth grade
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students and no attempt was made to select or identify individuals on the basis of
academic versus vocational discipline areas. In conducting the interviews, the teacher
was excused for 20-30 minutes to take a break while the discussions with the students
took place. The students enjoyed the fact that a professor from the university was willing
to listen to their opinions. In all cases, the students began talking freely. Teachers were
interviewed as individuals or small groups of 2-3 persons, using the same set of questions
as those for the student interviews. Technology directors and school principals were
interviewed separately, again with the same question list as a guide. Teachers, technology
directors, and principals were asked to respond based on their particular roles in the
school. The data collected from subjects included field notes taken by the researcher
during the interviews.
Prior to conducting the interviews, a school was selected to pilot test to develop
and refine the interview questions. Through this pilot test procedure, the following openended
questions were developed for structuring the interviews with both students and
teachers:
1. What computer applications do you use at school?
2. Do computer technologies help you learn? If so, how?
3. In what ways do your teachers use computers either for homework
assignments or in teaching?
4. What has your school done to help make use of computers possible? Do they
need to do more?
5. Do you learn differently because of computers? Do teachers need to change
the way they teach because of computers?
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To avoid researcher bias and to insure valid interpretations from the data, three
techniques were used. First, for each interview, permission was requested and obtained
from subjects to tape record the event. In all cases, permission was granted. Second,
notes were taken by the researcher and compared with the recordings. Third, a colleague
volunteered to randomly select two schools and compare the researcher's notes with the
tape recordings. The results from these techniques were used to edit and make any
corrections needed in the results narrative.
From the five schools selected for the study, a total of 179 students were
interviewed. Twenty-six teachers, and the technology coordinators and building
principals from each school were interviewed as well.
Results
The intent of the first interview question was to determine the level of technology
used in schools. It was overwhelming to note the consistency in responses by both
students and teachers in using word processing the most, followed by information
searching. The use of multimedia was extremely limited unless the student was in a class
designed for learning those techniques. Drawing/drafting was mentioned by a few
students enrolled in those technology-specific classes. One art teacher, however,
described at great length how her students use web pages to analyze the different types of
art, shapes, use of color, and texture in daily classes on the subject. Another teacher,
responsible for yearbook production, listed almost every application available on the
server in the school as technology she taught her students to use in the production of the
annual.
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In response to the second question, students immediately focused on the power of
information access from the Internet. They also liked the way computer technologies
allowed them to work at their own pace. Several students expressed higher interest levels
because computers allowed them to be more creative and “ make learning more like
exploring.” They preferred that teachers allow them to find information using computers
rather than lecture. However, in response to a follow-up question, most all students
quickly expressed the need for the teacher to be present to assist them in dealing with
frustrations, and providing guidance to help insure success in accomplishing the task at
hand.
Most students think that teachers use only word processing and gradebook
software. Almost none reported such uses as presentation technology, field data
collection, simulations, or illustration purposes. Most teachers interviewed supported the
students’ perceptions. A few teachers, however, described heavy uses of the Internet to
update their instructional material. Three math and science teachers described how they
used programmable hand-held calculators to collect and graph field data from research
conducted during out-of-classroom laboratory sessions. It was interesting but not
explained why students didn’t mention these applications.
In response to question four, most students were fairly positive toward the
school’s efforts. They did have some good solutions to suggest in solving what seemed
to be the common problem, computer access. They complained that computer labs were
always tied up by scheduled classes and there was no place else to go. Several students
suggested that labs be open more often at night for student use. Several students
expressed frustration with the school’s reluctance to trust them with Internet and email.
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In one school, for example, the policy is to issue email addresses and privileges to all
students who achieve a 3.0 grade point average or better. Those students who had not
earned the privilege understood the reason but still expressed dissatisfaction in being in
the ‘have-nots’ group. In regard to being able to do homework on computers, one student
offered an innovative solution; have laptop computers to check out from the library just
like books. One student suggested that the school rent computers just like the video
stores rent out VCRs and movies. These ideas surfaced in two different schools visited.
Most teachers were happy with the efforts made for hardware acquisition but
expressed the need for more applicable software for their respective subject areas. They
spent most of the time responding to this question by expressing serious frustration with
the lack of quality of in-service and technical support. In-service appears to follow the
typical model, “too much tell about it with not enough hands-on training”. In one school
however, where the approach has been to train the teacher to teach peers in the building,
most teachers stated positive thoughts about the technical support and in-service
provided.
Question five elicited most interesting ideas from the students. Most students first
began with the fun that computers provided, that learning at their own pace was most
ideal, and that computers allowed for more exploring. They also liked the fact that work
was easily redone when mistakes were found. One student talked at great length about
how computers allowed her to explore instead of just perform only routine tasks.
Students thought teachers should relax more about computer technology and admit when
they didn’t know how to use some applications. One student said, “I would like to teach
them (teachers) how to capture ‘cool stuff’ from the Internet”. Students thought that
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teachers overused computers in some classes (i.e. English) but not enough in others.
Several students spoke out strongly about some traditional roles that teachers should still
do such as present information that is hard to find and help students more with difficult
assignments and problems. Only one student expressed this thought, “Teachers should
disappear and let me learn all I need to know on the computer.”
Most teachers responded positively to changes that computer technologies may
bring about. Most expressed gratitude for the ability to assign their students to search for
information on the Internet and know that something would be found. Some teachers
expressed desire to integrate computer technologies more if someone would show them
what is available, appropriate, and how to use it. One math teacher expressed how the
technology allowed him to focus on the exciting real-life problems rather than the
laborious arithmetic functions that took all his time before. In his case, the technology
used was in the form of hand-held programmable calculators. An art teacher said the
only thing holding her back was not having more computers in her room. Two young
teachers said they would hesitate a long time to consider leaving to another school
because of the strong technology support where they were. A few teachers did express
concerns about traditional learning skills such as spelling and handwriting that they
thought may be weakened by the use of computers, however the debate that ensued
indicated there was not general agreement on this issue. One teacher asked, “When do
we say we have changed enough?”
Conclusions/Implications
It was most interesting to hear how many students in the various schools
expressed the keen interest that computers and connectivity through Internet and email
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provides. One student explained, “Using the Internet is like exploring; that’s why it’s so
much fun.” It was amazing to hear how many students saw computer technologies as a
way to learn on their own. They expressed a concern that many teachers maintain the
image that students cannot use any technology teachers don’t understand how to use
themselves. One student said, “they should let us teach them (teachers) how to use the
computers.” It was obvious from students’ comments that teachers must be more
student-centered in their approach and use computer technology to put fun, creativity, and
independent responsibility as well as academic challenge back into learning. Another
message to teachers was rather clear as well, the primary thought being, to lose their fears
about not knowing everything and to give students the opportunity to show what they
know. However, teachers should feel a great deal of pride in knowing that students value
their primary function as facilitator and mentor rather than attempting to be the source of
all knowledge.
The primary theme heard from teachers was that technology was occurring too
fast for them to keep up. Over and over again, they expressed concern with inadequate
in-service both in terms of quantity and quality. One teacher said, "We need more 'oneon-
one' workshops and less of the 'show-and-tell' sessions." A few teachers lamented that
they were not adequately informed of the applications available to them. It was
encouraging though, to hear how many of the teachers assigned research projects to
students to find information on the Internet. Each teacher interviewed was satisfied with
their personal access to a computer supplied by the school. After the interviews were
officially over, some of the teachers asked what the students were saying about their
roles. Teachers were relieved to hear that students expressed the need for teachers to be
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present to guide, and facilitate learning, and that their role was important in the learning
process even with heavy use of computer technology.
Technology coordinators were as unique as the number of schools visited. One
unique practice employed by one coordinator was to conduct most of the inservice
through individual and small groups of teachers. The school district hired substitute
teachers to release their staff for these in-service activities. One common issue raised by
all coordinators was that the workload required to keep the local network functioning
often prevented them from conducting as much in-service as they would prefer. Most of
the coordinators described their roles as troubleshooters when the problems arose rather
than as directors of in-service activities. Only one coordinator, a former teacher, spoke
about including teaching strategies as part of the in-service training. Most of the time,
the impression was left that the primary focus of the coordinators was on the technology.
By determining the degree to which the integration of computer technology has
occurred in schools, we now better understand how to prepare teachers to teach in a way
that takes advantage of this technology. Students and school personnel are benefiting
from this project in several ways. By reflecting on the computer technology in their lives
at school and in the future, they are discussing how they can be more effective in its
integration. Teachers were also relieved to hear that students overwhelmingly still
expressed the need for teachers’ presence and interaction to effectively learn from
computers. Teachers were curious to hear how most students described the desirable
teacher-student interaction as facilitative rather than directed instruction. A better
understanding of how computer technology should be integrated into pre-service and inservice
teacher education will also benefit faculty at the university as well.
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References
Bielefeldt, Talbot (1997). Systemic planning for technology. Oregon School
Study Council Bulletin, 40, (2), Eugene.
Connick, George & Russo, Jane (1995). Technology and the inevitability of
educational transformation. In E. Boschmann, (Ed.), The electronic classroom: A
handbook for education in the electronic environment. Medford, NJ, Learned
Information, Inc (pp. 14-20).
Lehman, James (1995). Computer networking in distance education. In E.
Boschmann, (Ed.), The electronic classroom: A handbook for education in the electronic
environment. Medford, NJ, Learned Information, Inc (pp. 147-155).
Leu, Donald, Leu, Deborah-Diadiun, & Len, Katherine (1997). Teaching with the
Internet: Lessons from the classroom. Noorwood, MA: Christopher-Gordon Publishers,
Inc.
Lincoln, Yvonna & Guba, Egon (1985). Naturalistic Inquiry. Beverly Hills, Ca:
Sage Publications, Inc.
Mingus, Tabitha, & Grassl, Richard (1997). Using technology to enhance
problem-solving and critical thinking skills. Mathematics and Computer Education, vol.
31, number 3, 293-300.
Rowe, Helga, etal (1993). Learning with personal computers: Issues,
observations, and perspectives. Australia, Victoria, Australian Council for Educational
Research, Ltd.
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Plater, William, (1995). In search of the electronic classroom. In E. Boschmann,
(Ed.), The electronic classroom: A handbook for education in the electronic environment.
Medford, NJ, Learned Information, Inc (pp. 3-13).
University of Missouri (1998). 1998 Missouri school district census of
technology. Office of Social and Economic Data Analysis.
http://www.Oseda.missouri.edu/index.html (1998, December 7).
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A CRITIQUE OF
A NATURALSTIC INQUIRY OF COMPUTER TECHNOLOGIES ON TEACHING
AND LEARNING AS PERCEIVED BY STUDENTS AND SCHOOL PERSONNEL
IN SELECTED PUBLIC SECONDARY SCHOOLS IN WYOMING
Re-titled Prior to Publication
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO
THE STUDENTS AND TEACHERS SAY?
Michael K. Swan
Washington State University
Contributions and Significance of Research
Approaching a naturalistic study is just great. It is effective and tells us much
more than the survey method of collections of data. The author is commended on his
approach and interest. The results of this study add to the body of knowledge surrounding
computer technologies and student learning. The study will answer questions in
Wyoming about the practices of using technologies.
This study will provide a basis for including other technologies into the classroom
and in the area of in-service programs that need to be planned and delivered. Pre-service
programs will still need to develop a need and justification for the use of computer
technologies in the undergraduate program.
Procedural Considerations
The study was well designed and conducted. It was evident from examining the
related literature that a good and defensible base had been developed. Many hours of
effort in data collection are evident in this study. The methods used are on target and
were well planned.
Questions for Consideration
Students offering to teach teachers on the proper utilization of technologies is
very frightening to some professional teachers, how do we get them beyond this fear and
into the mold of being a facilitator of knowledge? How should we as teacher educators
be integrating the use of technology into pre-service preparation programs? Can and
should we divide technologies into groups for better training programs? What is the
impact of this study and where does it lead the profession?