This site distributes research information from the national survey, Teaching, Learning, and Computing--1998, a study of teachers' use of computer
technology, their pedagogies, and their school context. (TO ACCESS TLC REPORTS, CLICK HERE
, TO ACCESS CONFERENCE PRESENTATIONS CLICK HERE). More than 4,000 teachers and related technology coordinators and school principals participated in the study.
The study included schools and teachers from a national probability sample and also included purposive samples of schools and teachers because of their participation in major school reform programs or their unusually high amounts of computer technologies available. Findings will be released throughout 1999 and address questions such as...
- How prevalent are different uses of computers by teachers?
- How prevalent are different teaching philosophies and instructional practices?
- What is the relationship between how a teacher uses computers and their basic instructional beliefs and practices?
- What factors in their personal background and teaching environment, such as the pattern of school expenditures on technology, social support
for technology use, presence of school-wide reform efforts, and the teacher's own previous technology experiences and educational background, distinguish among teachers who use computer technologies differently?
- How much do teachers believe that their computer experiences are changing their teaching practice in other ways, such as the kinds of
assignments they give and how they interact with their colleagues and students?
For questions that are not adequately answered on the project
website, please contact the Project Director, at firstname.lastname@example.org.
The Teaching, Learning and Computing study is a research project of the Center for Research on Information Technology and Organizations (CRITO) at the University of California, Irvine. The study is funded by a grant from the National Science Foundation's Division of Education and Human Resources, with additional funding from the U.S.
Department of Education's Office of Educational Research and Improvement. (NSF Grant #: REC-9600614).
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