Technology changed teachers' roles from a centralized position to that of a decentralized position. This article examines that role change and discusses the factors that cause teachers to use or not use technology in their classroom. Also, suggestions for successful inservice training in technology are discussed and suggestions for changing attitudes about technology are presented.

Teachers' Perceptions of Instructional Technology and Staff Development.

In December of 1986 and January of 1987, questionnaires on teaching practices in science and mathematics were sent to elementary school principals across the State of Indiana. The first questionnaire, completed by 301 administrators, concerned manipulative use in science and mathematics. The second questionnaire, completed by 317 administrators, contained questions dealing with problem-solving instruction and computer usage in science and mathematics. Results of the study include findings that: (a) manipulatives were used to teach science more frequently in grades 3-5 than in grades K-2, (b) manipulatives were used to teach mathematics more frequently in grades K-2 than in grades 3-5, (c) problem-solving was given greater emphasis in grades 3-5 than in grades K-2 in science and mathematics, (d) computers were used for science and mathematics instruction more in grades 3-5 than in grades K-2, and (e) drill and practice was the most common application of the computer to science and mathematics instruction. Copies of the questionnaires are included in the report.

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Current Teaching Practices in Science and Mathematics in Indiana Elementary Schools. Final Report.

The goal of this exploratory study was to implement and evaluate a Logo inservice model that focused on effective principles of staff development and emphasized Logo problem solving using teacher-mediated intervention strategies. The model was designed to facilitate teacher use of Logo in classrooms. Evaluation of the Logo inservice provided positive support for the Logo inservice approach providing organization, structure, and opportunity for individual exploration. Results measuring change in teacher Stages of Concern (SoC) indicated all participants, except one, made significant shifts to higher stages focusing on using Logo with students. Teacher support for Logo implementation was found showing preference in structured instructional teaching balanced with opportunities for discovery-based learning. Results from teacher self report of mastery of LogoWriter knowledge and skills indicated that participants reported mastery of twenty out of twenty-seven objectives. In addition, results of the LogoWriter Basic Comprehension Test validated these self reports. The study found that a structured Logo inservice appears to be a positive step in promoting future use of Logo in the classroom.

https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=10784&context=rtd

The implementation and evaluation of a sequential, structured approach for teaching LogoWriter to classroom teachers

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Evaluation of an Instructional Computing Inservice Course for Elementary and Middle School Teachers.

For the past two summers we have taught a twoweek "computer camp" for teachers of grades one through seven. The teachers, who were paired by grade level (one pair at each computer), spent approximately three hours each day in "class" at an Apple II + microcomputer and averaged another two hours a day in individual practice. Participants were selected on a first-come, first-served basis in response to announcements sent to area schools. The most recent camp session included eleven elementary and four middle school teachers and was taught by a university faculty member and four graduate assistants in the mathematics education department.

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F. A. Norman

Papers

Evaluation of an Instructional Computing Inservice Course for Elementary and Middle School Teachers.

Training elementary school teachers to use computers: With emphasis on Logo