LEADER 00000nam  2200373   4500 
001    AAINQ84690 
005    20051114073026.5 
008    051114s2003                        eng d 
020    0612846903 
035    (UnM)AAINQ84690 
040    UnM|cUnM 
100 1  Allin, Joseph Thomas 
245 10 Influences on teacher practice related to the 
       instructional use of the computer in the elementary school
       writing program 
300    197 p 
500    Source: Dissertation Abstracts International, Volume: 64-
       10, Section: A, page: 3596 
500    Adviser: John Ross 
502    Thesis (Ed.D.)--University of Toronto (Canada), 2003 
520    For over twenty years, educational leaders have encouraged
       teachers to incorporate the use of the computer into their
       instruction. Millions of dollars have been spent equipping
       schools with this technology. Nonetheless, a review of 
       recent research literature indicated limited student use 
       of this equipment 
520    This research was motivated by a desire to learn more 
       about those factors that influenced teachers' 
       instructional use of these computers. Of the many possible
       instructional applications of the computer, this study 
       focused on the student use of the word processor as a 
       writing tool. Three elementary teachers were identified 
       who were committed to extending computer access to their 
       students while engaged in the writing process. Case 
       studies, detailing data gathered through extensive 
       interviewing and classroom observation, allowed the 
       researcher to examine those factors that prompted and 
       supported these teachers' efforts to extend student access
       to the computers during writing workshop. Impediments 
       making it difficult for these teachers to facilitate the 
       students' use of the computer were also investigated 
520    While many factors combined to shape each teacher's 
       practice, it was evident that a deep personal commitment 
       to the use of the computer as a tool to support student 
       learning was common to the teachers who were subjects of 
       the three case studies. The children's enthusiastic 
       response to the use of the word processor coupled with 
       their writing success were also strong factors influencing
       these teachers' efforts to find ways to extend computer 
       access to their students. The case studies demonstrated 
       the application of computer software throughout all phases
       of the writing process with the students moving between 
       the drafting, editing and rewriting phases in a recursive 
       manner and with ease. A need for greater cohesiveness 
       between mechanisms intended to support good writing 
       instruction and those intended to assist teachers with the
       use of classroom computers was indicated. The study also 
       found that an alignment of system and school priorities 
       had a positive effect on teachers' efforts to incorporate 
       student use of classroom computers 
590    School code: 0779 
590    DDC 
650  4 Education, Elementary 
650  4 Education, Technology 
650  4 Education, Language and Literature 
690    0524 
690    0710 
690    0279 
710 20 University of Toronto (Canada) 
773 0  |tDissertation Abstracts International|g64-10A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=NQ84690