An Integrated Approach to Computer Education for K-12 Teachers
David L. Breithaupt, North Carolina A & T State ; Karen Smith-Gratto, North Carolina A, T State, University
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Increasing numbers of computers have become available to teachers and students in classrooms and computer labs through recent efforts at the national, state, and school district levels. Although most schools now have computers available, the use of computers as an instructional aid is limited (U.S. Congress, Office of Technology Assessment, 1995). Berry (1994) reports that teachers often do not see the value of computer use as a teaching and learning tool, and that 67% of Chicago Public School teachers said that computers wasted students’ time. Bosch (1993) also reports that “some teachers suggest that the computer is a separate and specific learning experience apart from the general classroom (p. 8).” This paper reports on a project to combine two models for teaching computer-based instruction to student and professional teachers into a single integrated method. The models used in this project are the Instructional Technology Integration Model (Breithaupt, 1997) and the ABCD Model (Smith-Gratto & Blackburn, 1997).
Breithaupt, D.L., Smith-Gratto, K., A, N.C. & State, T. (1998). An Integrated Approach to Computer Education for K-12 Teachers. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 49-50). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).