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The effects of a state-supported Internet courseware for educators on Internet knowledge and Internet concerns of rural educators.

机译：国家支持的教育工作者互联网课件对农村教育者的互联网知识和互联网关注的影响。

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摘要

The Internet is becoming a part of almost everyone's daily lives. Everyday more and more schools are being connected to this information superhighway. Through this technology, the isolation that many rural schools felt is being broken by bringing the world into the classroom. Because of the fast growth rate of technology, schools are offering professional development workshops on the use of computer software, and the Internet. With the aging teacher population, these workshops can be difficult to conduct because of fear of the computer, lack of technical knowledge and concern about enough time in the school day.; For these reasons, this study sought clarification of the following problems: (1) Is there a relationship between the outcome variables of Internet knowledge and Internet concerns of elementary school teachers and participation in a 12-hour Internet In-service Workshop supported by the Mississippi Department of Education; and (2) Does this relationship differ on a set of teacher variables---age, teaching experience, computer experience, ownership of computer, fear concerns about using the Internet for learning, access concerns about using the Internet for learning, time concerns about using the Internet for learning, and efficacy concerns about using the Internet for learning?; This study included 80 elementary teachers from a small rural school district who elected to participate in a 12-hour Internet In-service Workshop. This study utilized quantitative elements with descriptive, dependent t test and correlational research designs.; The study revealed that the training was very effective in raising the Internet knowledge levels of the participants. In this study, the total Internet concerns consisted of time, fear, self-efficacy, and access concerns. The data revealed that while time, fear, and self-efficacy concerns lessened, contrarily, the access concerns were not reduced.; The workshop produced significant differences between the pre-treatment and post-treatment results for the stages of Awareness, Personal, Consequence, Collaboration, and Refocusing.
机译：互联网正在成为几乎每个人日常生活的一部分。每天，越来越多的学校连接到此信息高速公路。通过这项技术，将世界带入教室，打破了许多农村学校感到的隔离。由于技术的飞速发展，学校提供了有关使用计算机软件和互联网的专业开发研讨会。随着教师人口的老龄化，由于担心计算机，缺乏技术知识以及对上学时间不够的担心，这些讲习班可能会难以举办。由于这些原因，本研究寻求澄清以下问题：（1）互联网知识的结果变量和小学教师对互联网的关注与参加由密西西比州支持的12小时互联网在职讲习班之间是否存在关系教育部门; （2）这种关系是否在教师变量集上有所不同-年龄，教学经验，计算机经验，计算机所有权，对使用Internet进行学习的担忧，对使用Internet进行学习的访问担忧，对时间的关注使用互联网进行学习，以及有关使用互联网进行学习的功效问题？这项研究包括来自一个小型农村学区的80位小学教师，他们当选参加了12小时的Internet在职培训班。这项研究利用了具有描述性，相关性t检验和相关研究设计的定量元素。研究表明，培训对于提高参与者的互联网知识水平非常有效。在这项研究中，对Internet的总关注包括时间，恐惧，自我效能和访问关注。数据显示，尽管时间，恐惧和自我效能感方面的担忧减少了，但进入方面的担忧并没有减少。在意识，个人，后果，协作和重新聚焦阶段，该研讨会在治疗前和治疗后结果之间产生了显着差异。

著录项

  • 作者

    Herring, Elizabeth Lynn Rhinehart.;

  • 作者单位

    The University of Southern Mississippi.;

  • 授予单位 The University of Southern Mississippi.;
  • 学科 Education Elementary.; Mass Communications.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;传播理论;教育;
  • 关键词

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