All of the interviewees and focus group participants spoke highly of the workshop and the value of the Internet training they received there, though some felt the workshop should be longer or that it should place more emphasis on integrating pre-existing Internet materials into the curriculum.
Uses of computers in educational settings | Before | After | Change |
---|---|---|---|
Used for writing/word processing | 18 | 21 | +3 |
Used as an instructional tool | 18 | 20 | +2 |
Communicated with colleagues | 14 | 21 | +7 |
Prepared lesson plans | 13 | 17 | +4 |
Used for bookkeeping | 10 | 13 | +3 |
Found lesson plans/ideas on the Internet | 9 | 17 | +8 |
Found info about teacher enhancement programs/grants | 5 | 17 | +12 |
Other | 5 | 9 | +4 |
Never used/minimally used a computer | 1 | 0 | -1 |
Changes in frequency of use of computers as instructional tools.
How frequently computers are used as instructional tools | Before | After | Change |
---|---|---|---|
Less than once per month | 3 | 0 | -3 |
Once per month | 2 | 1 | -1 |
Once every two weeks | 2 | 0 | -2 |
Once a week | 1 | 0 | -1 |
2-3 times a week | 2 | 3 | +1 |
Almost daily | 10 | 16 | +6 |
Objectives to be achieved | achieved or made good progress | still a major barrier | Mean rating* |
---|---|---|---|
Motivating students during activities/instruction | 100% | 0% | 1.33 |
Keeping students on task and engaged in assigned activity | 100% | 0% | 1.39 |
Ensuring equitable computer access between students | 89% | 6% | 1.56 |
Giving students a sense of competence and achievement | 95% | 0% | 1.63 |
Integrating network activities into the curriculum | 61% | 6% | 2.00 |
Finding age-appropriate instructional materials | 68% | 0% | 2.11 |
Having sufficient time to complete activities during classes | 58% | 17% | 2.44 |
Finding enough time to prepare activities | 33% | 33% | 2.80 |
Aspects of the workshop | Mean rating of value* |
---|---|
Internet/network training | 1.11 |
Receiving an email address at Rice University | 1.17 |
Email discussion group with other participants | 1.39 |
The leverage provided by the connection with Rice | 1.41 |
Web production training | 1.44 |
Working/meeting other teachers | 1.50 |
Technical assistance by Rice staff | 1.56 |
Talks by Dr. Tapia about gender/ethnicity issues | 2.47 |
Talks by industry people | 2.78 |
Talks by graduate students | 3.00 |