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A multiple case study: Perspectives of a U.S. West teacher team learning and practicing telecommunication skills
Abstract
The prolific advancement of technology and its global usage required educators to alter their teaching methodologies. In order for this to occur, educators must have received appropriate training and support. Identifying and planning for proper training requires knowledge of the processes teachers used when deciding whether or not a methodology was useful. It is also imperative that those responsible for training know what factors influenced the success of a training program. This descriptive study, followed a four member team who participated in a nine month on-line training program sponsored by the US West Foundation. The viewpoints and strategies utilized by each teacher were collected using a variety of data collection methods including interviews, email correspondence, audio-taped monthly meetings coupled with direct observations of monthly team meetings, and the portfolio lessons developed by each teacher. The profiles of the three districts and the four teachers were presented as well as their perceptions of the on-going telecommunications training they received. The incorporation of telecommunication skills was dependent upon proper training. The critical factors in such training were access, time, and support. Educators needed more than one training session to learn how to effectively utilize technology. They required time to practice skills, to interact and plan lessons with others and, both easy access to equipment and technical support were necessary for teachers to feel comfortable when they incorporated telecommunications in their curriculum. If districts desire their staff to incorporate technology into the curriculum, these issues must be taken into careful consideration. Educators without easy and adequate access, ample time to learn, plan, and practice skills, and support (technical and peer) will not incorporate telecommunications into their curriculum.
Subject Area
Educational technology|Teacher education
Recommended Citation
Harms, Sally Rose, "A multiple case study: Perspectives of a U.S. West teacher team learning and practicing telecommunication skills" (1999). ETD collection for University of Nebraska-Lincoln. AAI9942126.
https://digitalcommons.unl.edu/dissertations/AAI9942126