Content area
Abstract
The purpose of this study was to examine the computer technology in-service training needs of Nebraska elementary school teachers by determining the following: (1) the methods by which Nebraska elementary teachers have learned about computer technology; (2) the extent of training in computer technology elementary teachers have obtained; (3) the perceptions of Nebraska elementary teachers regarding in-service training in computer technology; (4) the degree of importance elementary teachers attach to basic knowledge about various computer technology topics; (5) the degree of interest elementary teachers have regarding continuing education in various computer technology topics; and (6) the preferences elementary teachers have concerning the method by which computer technology training may be provided.
A survey instrument was returned by 246 elementary teachers from 55 schools in Nebraska. Descriptive statistics were used to study the results. Three null hypotheses concerning differences among experience groups, education level groups, and legislative classes were tested using one-way analysis of variance.
Additional in-service training regarding computer technology was perceived favorably. Teachers desired training about software selection and evaluation, especially computer assisted instructional software, and training on how to incorporate the use of computers into teaching. Nebraska elementary teachers suggested that fellow teachers should provide the in-service training at the building level using a hands-on approach divided into half-day sessions.
Teachers who were less experienced and had not attained graduate degrees had more positive perceptions about, attributed greater importance to, and expressed greater interest in having in-service training on computer technology topics. Legislative class size was not a significant independent variable.
