Developing A Self-Directed Computer Training Program For El Camino College Faculty

This study arose from discussions with the deans of instruction of El Camino College, California, during which it appeared that there was a need to develop self-directed faculty training programs in the use of computers. There was little necessity to convince the computer-literate faculty that microcomputers should be used in their educational activities. However, it was difficult to make faculty who were not computer-literate see the usefulness of microcomputers in their work, or to convince them to take advantage of existing staff development programs in computer training. Developing self-directed programs in computer training and basic computer literacy seemed to be one answer to this problem. The purposes of this study were (1) to establish existing computer-literacy levels among faculty members at El Camino College; (2) to determine the principal obstacles to self-directed computer training, along with strategies designed to overcome these obstacles; and ( 3) to develop recommendations concerning the structure of self-directed computer training programs for faculty at El Camino College. Faculty members were surveyed to identify the perceived need for self-directed computer training programs, and the willingness of various faculty groups to take formal versus self-directed computer training. Faculty group differences were tested at a .05 level of significance for math/science compared with humanities faculty. In both groups the percentage of non-computer-literate faculty was greater than fifty-percent. In addition, the most preferred method of computer-training for computer-literate college faculty was self-directed training or self-taught at seventy percent. A twenty-five member survey group of computer-literate educators at El Camino College ranked the following obstacles most important: (1) nonavailability of personal computers, (2) lack of troubleshooting assistance when needed, (3) lack of interest in computers, (4) lack of motivation/reward for learning to use computers, (5) inability to understand written directions for use of computers or software, (6) other obligations or demands on time, and {7) computer anxiety. A second survey then produced a list of top-ranked strategies needed to overcome each of the seven major obstacles to self-directed computer training at El Camino College that were identified by the survey group. Application of the computer usage survey instrument of Appendix C to two groups of twenty-five randomly selected humanities and math/science faculty showed that there were significant differences in computer-literacy rates between the humanities group and the math/science group. Forty-eight percent of the math/science group were computer-literate, while only twenty percent of the humanities group were computer-literate. Demographic data compiled during the survey showed that there were no obvious age differences in computer-literacy. An extensive literature search substantiated most of the results obtained in this study. For example, researchers have reported in the literature that self-instruction is the largest source of computer training among those faculty members who are computer-literate, and that self-directed computer training is the preferred means of training for most faculty members. The diffusion and implementation process for this research study took place on the local, state, and national levels. At El Camino College, the diffusion process consisted of presenting final copies of the study results to (1) the President and Vice-President of Instruction; (2) the, departmental deans of instruction; (3) staff development officers; and (4) the College Academic Senate. Interested individuals will receive a briefing based upon the findings of this study with a special emphasis on the recommended strategies needed to overcome the barriers to self-directed computer training. The implications for improvement of educational practice arising from this Major Applied Research Project are that a long-standing problem in the computer-literacy training of faculty at El Camino College can be solved. It is expected that many of the results and recommendations, concerning the structure of self-directed computer training obtained in this study will be applicable to other community colleges across the nation. Sample survey instruments and computer-usage questionnaires are presented in Appendix A, B, and C. Examples of faculty development computer-training programs are given in Appendix D and E. An extensive bibliography on the subject of self-directed computer training for college faculty is also included

Implementing a computer training package to accomodate an increasingly computer literate cohort

This paper serves as both an example and a warning to academics seeking an alternative to traditional instructional methods for an increasingly computer literate cohort. Survey results confirmed that Graduate Diploma students were entering the Information Technology course with existing spreadsheet and database skills, but not to the extent that these applications could be totally withdrawn from the curriculum. A CBT package was introduced to satisfy training of skills but initially created a greater workload for academics due to inflexibility of the product and unanticipated technical problems. A second CBT package promising greater flexibility in access, student control and centralised monitoring was then trialled. The second package also led to unanticipated technical problems. Some strategies are suggested to aid the smooth implementation of a CBT packages if this is to be the chosen method for teaching application software skills

Implementing Computer-Assisted Language Learning in an ESL Program Serving Adult Refugees From Vietnam: Findings From a Qualitative Case Study.

This qualitative case study explored the implementation of computer-assisted language learning (CALL) in an ESL program serving adult refugees and immigrants from Vietnam. The case consisted of two sub-cases: implementation of CALL in the beginners\u27 class and implementation of CALL in the advanced beginners\u27 class. The investigation, which lasted 46 weeks, was intense and holistic. The researcher was also the administrator of the refugee program. The research methodology used was largely qualitative in design, so that an emic understanding of how the innovation impacted the actors and brought about change in the learning environment could be constructed. Quantitative research methods were employed to clarify patterns in the data that had emerged during fieldwork. Three main areas of inquiry emerged during the research process, which can be grouped according to issues having to do with the following: implementing CALL; teaching with CALL; and learning with CALL. In each of these areas the main focus of inquiry became the perspective of one of the three groups of actors who composed the case, i.e. the administrator, the teachers and the students, respectively. Major findings indicated that the implementation of the innovation required the administrator to assume new organizational roles involving the coordination of the target system. During the implementation process it became apparent that good teaching was essential in making the most effective use of CALL, and that training in second language pedagogy needed to be incorporated into CALL workshops. The addition of the computer lab to the physical environment of learning necessitated major changes in the logistics of learning, which led to changes in the organization and content of classroom lessons. The two project teachers\u27 perceptions of the importance of CALL in how they viewed themselves as teachers and planned their lessons differed considerably. Most students enjoyed and felt they benefited from studying English with computers. However, older students with very low English proficiency were unable to sustain an interest in CALL. Factors that appeared to play a role in engaging and maintaining student interest in CALL included student motivation, age, English proficiency, previous education, and compatibility of lab partners

Polishing The Mirror: A Multiple Methods Study Of The Relationship Between Teaching Style And The Application Of Technology In Alaska's Rural One To One Digital Classrooms

Thesis (Ph.D.) University of Alaska Fairbanks, 2012This mixed method survey study examined the inter-relationships between teaching styles and the depth of classroom-based technology applications used by teachers participating in 1:1 digitally enhanced classrooms in thirteen of Alaska's rural school districts. The promise of technology to catalyze the transformation of schools into learner centric environments preparing students to be 21st century learners has not been realized. Significant first order barriers have limited the digital learning resources necessary to systemically affect pedagogical change. During the last six years, various entities have sponsored digitally enhanced learning environments to stimulate the process of education reform. These initiatives, labeled as one-to-one (1:1), brought teachers face-to-face with the challenges related to second order education reform while creating an opportunity to study changes in instructional philosophy and practice as a result of teaching in an environment rich in technology. This study explored three questions formulated to probe the relationship between pedagogical philosophy and the application of 1:1 technology to support learning: • "What is the relationship between instructional philosophy and the way teachers use technology to support learning in Alaskan high school 1:1 laptop programs?" • "How does access to a 1:1 classroom affect a teacher's instructional philosophy or practice?" • "Does access to a 1:1 digitally enhanced teaching environment facilitate the use of instructional practices consistent with Alaska Native and 21st century learner outcomes?" Ninety-four rural high school teachers responded to a survey that assessed teaching styles on a continuum from transmission to constructivist. The level of technology adoption was examined using three indices that respectively measure the professional, personal and classroom use of technology by teachers. Information derived from open ended questions was triangulated with quantitative data to develop a meaningful understanding of the study questions. Quantitative and qualitative data suggested that the majority of responding teachers identified with constructivist beliefs over traditional transmission. Teachers noted a strong positive relationship between teaching and the application of technology, yet analysis showed that constructivist beliefs were attenuated by several challenges related to management of technology. While teachers were generally aware of the potential for digital learning technologies to support Alaska Native and 21st century methods, they were outweighed by operational concerns related to the integration of technology. These study questions are significant. Digitally enhanced instructional practices help to equip students with the skills expected of 21st century learners. Perhaps even more significant is the congruence between the teaching styles traditionally used by Alaska Natives and the digitally enhanced constructivist practices made possible when using technology to augment processes for acquiring knowledge

U.S. Commission on Immigration Reform

The U.S. Commission on Immigration Reform was created by Congress to assess U.S. immigration policy and make recommendations regarding its implementation and effects. Mandated in the Immigration Act of 1990 to submit an interim report in 1994 and a final report in 1997, the Commission has undertaken public hearings, fact-finding missions, and expert consultations to identify the major immigration-related issues facing the United States today.LBJ School of Public Affair