InTech training: Impact upon elementary teachers' use of student-centered learning strategies

April O. Di Benedetto


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.