Technology Aided Instruction Perceived by Mathematics Teacher

2 Abstract
The purpose of this study is to investigate and describe the teachers ' perceptions of usinginstructional technology, so that patterns can be found to develop an effective inserivcetraining program. Three most common themes of the inservice teachers studied include:(1) the varying levels of expertise in using computers; (2) infrastructure problems; and(3) teacher training in technology. Drill-and-practice is the major use of technology. Thelevel of teachers ' new curriculum innovativeness is directly related to their tendency touse technology. Not having enough time, computers, and instructional software are alsoconcerns identified in the study. Teachers acknowledged the importance of inservicetraining to prepare them to integrate computers into the classroom and curriculum. Thefindings suggest that these concerns need to be addressed when administrators designtechnology related training sessions. 3 Introduction
It is believed that computers can improve the quality and quantity of teaching andstudent learning. Early studies reported some resistance to computer implementation.Even several recent studies have demonstrated that most teachers will not adopt the useof computers in those schools surveyed (Marcinkiewicz, Winter 1993-94). The purposeof this study was to investigate and describe the teacher’s perceptions regarding thereasons for high level usage and low level usage among their fellow teachers. Throughethnographic interviews, the study identified teachers ' perceptions of using instructionaltechnology. By examining these factors, the conditions and requirements for developingan effective training program can be identified.
Review of LiteraturePersonal Variables
Marcinkiewicz (Winter, 1993-1994) stated that “understanding whether personalvariables influence teachers’ computer use is important to educators.” He found thatthere are personal variables contributing to teachers’ levels of computer use and that self-competence is an aspect of motivation that contributes to a teacher’s pursuit or avoidanceof computer use. Also, innovativeness contributes to the prediction of a teacher’s level of computer use, which is not surprising, since technology is innovative in nature. On apractical level, the author recommends evaluating a teacher’s self-competence, and, if necessary, the use of staff development to intervene.The relationship of age to computer use is equivocal. In research on innovation,Rogers and Shoemaker (1971, as cited in Marcinkiewicz, Winter 1993-1994) report that

4 the effect of age has shown mixed results. Rogers (1983, as cited in Marcinkiewicz,winter 1993-1994) reports that the elderly favor change. Loyd and Gressard (1984b, ascited in Koohang, 1989) also focused on the studies of the variables of age and gender.According to the authors, some statistically significant age effects were found, but noclear trend was demonstrated. Gender did not make a significant difference on attitudestoward computers. However, some studies suggest that male teachers tend to showslightly more favorable attitudes toward computers use than so females (e.g. Burk, 1986;Koohang, 1989, as cited in Dupagne & Krendl, 1992).In general, as Dupagne and Krendl (1992) conclude, years of teaching experienceand age appear to have little impact on attitudes toward computers (e.g. Burke, 1986;Grasty, 1985; Hagey, 1985; Martin & Lundstrim, 1988; Smith, 1985), the level of knowledge about computers (Mitchell, 1985), and the willingness to use computers(Holly, 1988; Mitchell, 1985).
Teachers’ Attitudes Toward Computers
In the last two decades, reports have indicated that teachers have somewhatambivalent attitudes toward computer technology. In a survey conducted in 1976,Lichtman (1979, as cited in Dupagne & Krendl, 1992) found that educators exhibited lessfavorable attitudes toward computers than did the general public. A majority of teachers(55%) perceived computer technology as a dehumanizing tool.
Perception of Computers The level of enthusiasm about computer use increases when a teacher has morecomputer experience (Koohang, 1987; Woolsey, 1985 as cited in Dupagne & Krendl,1992).

5
In expressing their concerns about computer use, teachers report that they do nothave enough time to carry out computer activities in the classroom (Aust et al., 1989:Cox, Rhodes, & Hall, 1988 etc., as cited in Dupagne & Krendl, 1992). Additional teacherconcerns include lack of hardware and software (Hagey, 1985; Knupfer, 1989 etc., ascited in Dupagne & Krendl, 1992), lack of relevant achievement tests to evaluate studentperformance ( Woodward & Mathinos, 1987, as sited in Dupagne & Krendl, 1992), andinadequate training (Taylor, 1987; Woodrow, 1987, as sited in Dupagne & Krendl, 1992).While some teachers view computer use as a valuable tool for instruction(Djooya, 1986; Manarino-Lettett &Cotton, 1985; Woolsey, 1985, as cited in Dupagne &Krendl, 1992), others consider computers as a threat to their role as educators (Callister,1986: Moskowitz, 1984, as cited in Dupagne & Krendl, 1992). In addition, someteachers feel that computers reduce individualized instruction to students (Woodrow,1987, as cited in Dupagne & Krendl, 1992). Yet, Moskowitz (1984, as cited in Dupagne& Krendl, 1992) found that teachers favored the use of computer-assisted instructionbecause they could devote more time to teaching. Dupagne & Krendl (1992) report thatteachers viewed microcomputers as an alternative for reviewing and reinforcing materialin the reading curriculum.Educators are also concerned with how to integrate computers into the classroomand the curriculum (Aust et al., 1989; Cumming, 1988; Knupfer, 1989, as cited inDupagne & Krendl, 1992). The extent to which students learn through the use of microcomputers is central to teachers’ preoccupation (Cumming, 1988, as cited inDupagne & Krendl, 1992). 35 References Becker H.J. (Spring 1994). How exemplary computer-using teachers differ fromother teachers: Implications for realizing the potential of computers in school. Journal of Research on Computing in Education,
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References: Becker H.J. (Spring 1994). How exemplary computer-using teachers differ fromother teachers: Implications for realizing the potential of computers in school. Boston: Allyn & Bacon.Dupagne, M., & Krendl K.A. (Spring 1992). Teachers’ Attitudes toward computers: Areview of the literature. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theoryprocedures and techniques.