Characteristics of Effective Computer In‐service Programs

Abstract

This study sought to describe effective computer in-service programs and to identify the components that contributed to their effectiveness. An Advisory Committee identified eight school districts from across the country that appeared to be providing outstanding computer training for teachers. Case studies of these eight model districts were conducted in which computer coordinators, trainers and teachers were interviewed and in-service classes were observed.The data analysis focused on five issues. First, the outcomes of the in-service classes were examined, including the knowledge and skills acquired by teachers concerning computers, their use of computers in instruction and the impact of computer use on students. This information helped to establish the degree to which the eight districts provided models of good computer in-service training. Second, the in-service delivery systems were described and effective instructional practices were identifed. Third, teacher characteristics were examined and relationships between teacher characteristics and outcomes were explored. Organizational context was the fourth issue to be reviewed, and a number of context variables were identified that were related to program effectiveness. Finally, a few unanticipated factors that helped to explain in-service results were identified. ACKNOWLDEGEMENTSWe would like to express our appreciation to the many people who assisted in this project. Foremost among this group were the staff members of the eight school districts. Interviews were conducted with dozens of administrators, trainers, and teachers, who gave willingly of their time and spoke candidly about their own experiences with educational computing.In particular, we would like to thank the computer administrators in the districts who coordinated our site visits and offered their own knowledge and insight about computer in-service training. We are grateful for the cooperation of

The integration of computer use in education

“…Teachers need a strong support to overcome their (initial) problems of uncertainty and their concerns about changing teacher/student relationships and about accountability (OTA, 1988). There is a growing consensus about characteristics of inservice training that can increase its effectiveness (OTA, 1988;Stecher & Solorzano, 1987): appropriate balance between lecture and (guided) practice; detailed curriculum guides and plans for the course plus lesson-related materials and hand-outs; clear training objectives; inservice lessons linked to teachers' own instructional practice; peer interaction, including communication during hands-on activities; strategies for teaching heterogeneous groups; follow-up support and guidance. This (selective) literature review indicates a rough similarity between conditional factors for both integration of computer use and curriculum implementation.…”