The relationship between models of student laptop computer use and teacher instructional behavior

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and ... continued below

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Ashmore, Barbara A. August 2001.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 237 times , with 4 in the last month . More information about this dissertation can be viewed below.

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  • Ashmore, Barbara A.

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Description

This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.

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UNT Theses and Dissertations

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  • August 2001

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  • Sept. 25, 2007, 10:35 p.m.

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  • June 20, 2008, 2:10 p.m.

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Ashmore, Barbara A. The relationship between models of student laptop computer use and teacher instructional behavior, dissertation, August 2001; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc2917/: accessed February 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .