Title

Intech Training: Impact Upon Elementary Teachers' Use of Student-Centered Learning Strategies

Date of Award

2004

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Thelma J. Roberson

Advisor Department

Educational Leadership and School Counseling

Abstract

This dissertation investigated whether a state-supported Integrate Technology (InTech) training influenced teachers to shift their teaching practices from teacher-centered to student-centered learning. This constructivist, train-the-trainer model is being delivered throughout the state of Louisiana through regional technology centers and state institutes of higher learning. Participants were 112 InTech trained elementary teachers and 56 Non-InTech elementary teachers who responded to a Likert type survey regarding their teaching practices. Results of the MANOVA between InTech and Non-InTech trained teachers with respect to student-centered learning, utilization of a variety of technology skills, teaching pedagogy, and attitudes toward technology use in the classroom were statistically significant λ = .82, F (4, 163) = 9.10, p < .001. The results of the univariate follow-up tests for student-centered learning F (4,163) = 1.70, p = .20 and use of a variety of technology skills F (4,163) = 2.46, p = .12 were not statistically significant. Teaching pedagogy F (4,163) = 31.20, p < .001 and attitudes toward technology F (4,163) = 9.56, p = .002 were statistically significant in the univariate follow-up tests. Results of this study suggested there was a greater degree of difference of InTech trained teachers that believed that student-centered learning was the most appropriate method for the integration of technology. However, InTech trained teachers reported that application of student-centered learning was not evidenced in teaching practices. Previous research found benefits of providing long-term training spanning a period of three to four years with follow-up within the classroom. The implication of the current study support previous literature. A 10-year study on technology integration, the ACOT project, showed a significant change toward a technology integrated classroom after four years of initial and follow-up training (Dwyer, 1994). The current study differed from the previous study in that the technology training program only consisted of 56 hours of training. Also, follow-up training was not provided to participants. The results of this research support the need for increased hours of training in technology integration and on-going follow-up of technology use in classroom.