| The purpose of this quasi-experimental study was to conduct research on one method used to prepare teachers to integrate technology into their teaching so that children will become capable and confident users of technology. Technology is being looked to as an important part of the solution to the perceived problems of the current education system. Microcomputers and Internet access is becoming more widespread both within our schools and at home. In the state of Washington, school administrators and teachers are being pressured to improve student performance on standardized exams and they are being asked to integrate technology into their curriculum. Factors supporting the development of exemplary computer-using teachers should be studied to determine if teaching practices will change given time and an appropriate technology environment for teachers.; The training method observed involved in-depth training conducted outside of teachers' school districts. Participants received technology training, a laptop, and funding for technology for their classroom. A total of 210 teachers participated in this study.; Pre and post quantitative data were collected to determine the impact this preparation method had on the computer attitudes, self-efficacy, and experience (frequency of use) of the teacher participants as measured by a Computer Attitudes, Self-Efficacy, and Experience (CASE) assessment instrument. Additional factors observed in this study included: (a) the impact of teachers' school district on their technology infusion efforts, (b) teachers' perception of their role as an effective integrator of technology at the conclusion of the treatment, and (c) teachers' perception of the impact on student learning which has resulted from their technology-infusion efforts.; Survey results showed significant improvements in teachers' computer attitudes, self-efficacy, and computer experience measured on a pre to post test basis. Responses on post-test only factors indicated that: (a) school districts did not contribute significantly to participant's technology infusion efforts; (b) teachers described themselves as collaborative, mentoring, confident integrators of technology who have adopted a coaching/guiding teaching style, and who have access to "terrific" software that engages their students, and (c) teachers expressed an extremely uniform perception that student learning is being positively impacted by their technology infusion efforts. |
