Thrust into Technology: How Veteran Teachers Respond

Abstract

This two-year study explored the perceptions and roles of experienced elementary teachers, who were computer novices, as they learned and began using computer technology in their teaching. The research questions guiding this study focused on incentives and barriers to learning and using computer technology, professional development approaches, and teaching roles indicated by traditional and constructivist characteristics. The researchers employed qualitative research methods within a case study framework. Data obtained through a variety of sources were coded and analyzed within- and across-cases. Results indicated participants' preferences for learning basic computer skills before integrating technology into the curricula, the importance of seeing purpose in using computers in teaching, and having concrete and grade-specific integration ideas. Also, first-order or extrinsic incentives motivated participants before second-order or intrinsic incentives, while first-order barriers tended to mask second-order barriers. Using technology seemed to foster more constructivist role indicators in at least one participant.