Obstacles Confronting Technology Initiatives as Seen Through the Experience of Science Teachers: A Comparative Study of Science Teachers' Beliefs, Planning, and Practice

This study was conducted as an examination of the implementation of current technologies in teacher education and school settings for the purpose of informing other science, mathematics, and technology reform efforts.

Abstract

There currently exists unparalleled discrepant growth between technological advancements and educators' understanding of appropriate classroom technology implemenation. The Tech Tools™ teacher enhancement program was designed to provide teachers with hardware and expertise with state-of-the-art science and math microcomputer technologies. This study was conducted as an examination of the implementation of current technologies in teacher education and school settings for the purpose of informing other science, mathematics, and technology reform efforts. For over two years researchers gathered data from surveys, interviews, and on site visits and observations explicating the 1) teacher knowledge and beliefs, 2) computer use for instruction, 3) hardward access, and 4) school support for technology use. Results revealed teachers given identical equipment and training implemented similar technologies in vastly different ways. Discrepancies in implementation of technology were best explained through the lenses of teachers' existing practice and beliefs about their school context. Recommendations are given regarding technology implementation, teacher education, and evaluation of technology initiatives.