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This
study introduced us to the varied and nuanced learning problems
facing young teachers. Although they did not consider themselves
technically savvy and did not express comfort with the technology,
both students were highly motivated to learn. When they did learn
how to use a new technology, they were eager to master it. This
study provides convincing evidence for the necessity of a technology-training
program, and even indicates the need to expand the program throughout
the year.
·
Teaching/learning method
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Build students’ self-efficacy by making it seem possible
to acquire the skills, minimize competitive social comparisons,
highlight personal achievements, and give students more control
over their learning environment.
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Provide one-to-one tutoring that will allow the student
to control the pace of learning and allow for extra review time
with an expert guide.
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Provide written or on-line, step-by-step instructions on
how to use applications covered in class, so students have a chance
to review.
·
Curriculum
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Teach Powerpoint and other user-friendly applications before
teaching the more difficult web design software.
-
Teach FrontPage instead of Netscape Composer because it
has an interface that is more familiar to most people.
-
Integrate coursework from other classes into the technology
class instead of inventing new projects specifically for the technology
class.
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Provide more concrete, specific ideas on how to use technology
in the classroom.
·
Policy
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Do not assume that recent college graduate received technological
training from their undergraduate institution.
-
Offer technology workshops throughout the year for STEP
students, so students will have the opportunity to practice their
skills and learn new ones. These workshops should not be academic
or stressful.
Teresa’s
parting words: This is doable, right?
References:
Bandura,
Albert. 1997. Self-efficacy: The Exercise of Control. New
York: Freeman.
Busch,
Tor. 1995. “Gender Differences in Self-efficacy and Attitudes Towards
Computers.” Journal of Educational Computing Research 12:
147-58.
Ploetzner,
Rolf S., Pierre Dillenbourg, Michael Preier and David Truman. 1999.
Learning by Explaining to Oneself and to Others. In Pierre Dillenbourg
(Ed.), Collaborative Learning: Cognitive and Computational Approaches.
Oxford: Elsevier Science.
Roschelle,
J. & Teasley, S. 1995. The construction of shared knowledge
in collaborative problem solving. In C.E. O’Malley (Ed.), Computer-Supported
Collaborative Learning. Heidelberg: Springer-Verlag.
Smith,
James. 1994. “The Effects of Education on Computer Self-efficacy.”
Journal of Industrial Teacher Education 31: 51-65.
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