A case study of teacher perspectives concerning the effective use of an integrated learning system

Scope and method of study. The purpose of this case study was to investigate the current use of an integrated learning system (ILS) by teachers to determine if it was being used to its maximum potential two years after implementation. Results from this study were compared to the findings of previous research regarding effective ILS implementation. Participants in the study were five female teachers who were currently using an ILS in a K--1 elementary school. Three components of ILS implementation were investigated: (1) teacher involvement, (2) integration of the ILS with classroom curriculum, and (3) staff training in ILS use. Data was collected using a self-evaluation survey of basic teacher computer use, observations of teachers during ILS sessions, and interviews with participants regarding ILS use. Data was analyzed using the technique of pattern-matching logic.Findings and conclusions. The results suggested that the ILS was not being used to its maximum potential two years after implementation. Findings suggested that teachers with mastery level in basic computer skills were more involved with ILS use than teachers whose computer skills were below mastery level. Teacher involvement and use of computer-generated reports regarding student performance were limited. Integration of the ILS with classroom curriculum was minimal. Teacher descriptions of ILS training suggested that training was inadequate and did not meet teacher needs. For effective implementation of an ILS to occur, schools must consider the current computer skills of their teachers when developing and designing staff training. Teachers with below mastery level in computer skills should receive training sessions designed to meet their needs as well as follow-up sessions. Schools should also adopt a technology plan based on research regarding effective ILS implementation.