The impact of teaching expertise on educational software selection: An examination of the strategies used by teachers and novices in their approach to software selection.
Item
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Title
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The impact of teaching expertise on educational software selection: An examination of the strategies used by teachers and novices in their approach to software selection.
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Identifier
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AAI9969703
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identifier
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9969703
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Creator
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Krauss, Susan Spier.
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Contributor
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Adviser: Carol Kehr Tittle
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Date
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2000
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Technology of | Education, Curriculum and Instruction | Education, Teacher Training
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Abstract
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Expertise in teaching has been associated with a comprehensive knowledge base, well organized schemas resulting from a deep understanding of the problem, pattern recognition skill, the ability to appropriately apply abstract concepts to concrete situations, and the ability to recognize features of the problem central to the solution (Borko & Livingston, 1989; Leinhardt and Greeno, 1986; Sabers, Cushing, & Berliner, 1991.) The introduction of computer technology to the classroom has added, for some teachers, an unfamiliar dimension to the classroom environment, a dimension in which their problem solving expertise may not be as effective. This study examines the impact of computer technology on teachers' approaches to the problem of evaluating educational software packages for instructional merit.;Sixteen teachers and 14 novices evaluated two educational software packages for educational merit. Two of the teachers had expertise in educational technology. The remaining teachers and the novices had no formal training in using educational technology. Participants' "think-aloud" responses were recorded, by audio and video tape, as they evaluated the software, and their responses to a brief interview and survey were collected.;Teachers generated a greater percentage of technical and pedagogical statements, but did not differ significantly from Novices in their attention to specific Pedagogical variables. A qualitative analysis revealed that teachers and novices had different approaches to the problem solving task directed in part by schemas they held for effective instruction. Further, the technology-trained teachers appeared to have greater access to their schemas for effective instruction than those teachers for whom the computer was an unfamiliar environment. These findings suggest that technology training may need to be an integral part of teacher education programs.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
