In-service Teacher Training for Computer Literacy: Resource Implications Resulting from a Longitudinal Evaluation.

Autor/inn/en	Heger, Herbert K.; Ainsa, Trisha
Titel	In-service Teacher Training for Computer Literacy: Resource Implications Resulting from a Longitudinal Evaluation.
Quelle	(1992), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education Programs; Computer Assisted Instruction; Computer Literacy; Early Childhood Education; Hispanic Americans; Inservice Teacher Education; Language Arts; Language Proficiency; Longitudinal Studies; Mentors; Peer Teaching; Program Evaluation; Teacher Effectiveness; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hispanic; Hispanoamerikaner; Lehrerfortbildung; Sprachkultur; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer group teaching; Peer Group Teaching; Programme evaluation; Programmevaluation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper presents an assessment of teacher training models in a multi-year (1984-1989) early childhood computer literacy program conducted in a bilingual setting. The project was known by the acronym CLIC and focused on the needs of poor Hispanic children in the El Paso (Texas) urban school district. Although CLIC was a computer literacy project, it was designed to address multiple curriculum issues, particularly language arts skills, by aiming for general academic success. The project director trained a group of teachers to train additional project teachers. Each of these two groups was designated as a pilot group. The second pilot group trained another cohort group of faculty, known as the spread group. The curriculum for both teacher training and student classrooms was the same for pilot and spread settings. The final evaluation of the project suggested that the level of student performance in achieving project objectives was directly related to the trainee cohort membership of the teachers. Although student computer literacy was enhanced among both the pilot and spread students, the gains of the pilot group students exceeded gains of spread students. These differences suggest that being a mentor is more helpful to one's teaching than being mentored and that full teaching competence in a computer literacy program is not acquired in the first or second year of the project. (IAH)
Anmerkungen	University of Texas at El Paso, College of Education, El Paso, TX 79968 (free in single copies).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC