Donna H. Redmann

Analysis of Technology Integration in the Teaching-Learning Process in Selected Career and Technical Education Programs.

This study addressed the level that instructional technology is integrated in the teaching/learning process in three secondary career and technical education (CTE) programs, namely, agriscience, business, and marketing education. CTE teachers are most active in exploring the potential of using technology in the teaching/learning process, and in adopting technology for regular use in instruction, but are not very active experimenting with technology or with advanced technology integration. The CTE teachers did not experience substantial barriers in their efforts to integrate technology in the teaching/learning process and perceive they are good teachers. In general, CTE teachers experienced some technology anxiety that prevents them from using technology in their instruction. Six factors (technology training, self-perceived teaching effectiveness, availability of technology, perceived barriers, technology anxiety, and teachers having a home Internet connection) combined in various ways in four multiple regression models to explain teachers’ technology integration in the teaching-learning process.

A Comparison of Information Technology Training Sources, Value, Knowledge, and Skills for Louisiana's Secondary Vocational Teachers

The population for this study consisted of secondary vocational education teachers in six vocational fields. Vocational teachers see the value and usefulness of information technology in their programs; they just don’t have the necessary skills and knowledge to use it effectively for instructional purposes. Vocational programs must prepare students for the workplace and society, both now and in the future. Though teachers value the Internet and other types of information technology, their full understanding of the interrelatedness of information technology to program quality may yet to be realized. Vocational teachers have average to below average levels of both general and software specific information technology knowledge and skill. Teachers use self -directed training, personal experience, written materials and in-service provided by schools or state agencies as their primary sources of training. Teachers must continue to value information technology and seek ways to connect program and instructional management with appropriate information technology, especially the Internet. Introduction Computers are pervasive in the workplace, in the classroom, and in the home. Technological advances and the accelKotrlik, Harrison and Redmann 397 erated transfer of information, along with related knowledge, skills, and abilities, are of paramount importance in an information society. Many changes have occurred in this arena, and this change is especially important to vocational programs supporting workforce development. The growth and use of computers and related technology are limited only by one’s imagination. Linking the technology and the explosion of information to support human resource development and the preparedness of individuals for the workforce may begin at home; however, this linking impacts the professional educator and related responsibilities in instructional design and delivery in educational settings. The teacher is the change agent between the learner and technology, and plays a critical role in the process of teaching and learning (Chin & Hortin, 1994). Therefore, it behooves the teacher to stay abreast of changing technology and current opportunities in order to assure his/her place of leadership in instructional technology. That, in turn, is supported by the cry from business and industry for better prepared individuals for the global workforce. Before further addressing teacher competencies in the area of information technology, it is important to address whether technology enhances learning. Dede (1997) states that new technologies promise a rich education experience. This opinion is supported by studies that have reported significant gains in learning when using technology. Goldberg (1996) reported that students who were taught using both traditional methods and the Internet performed better than two other groups who were taught using either the Internet or traditional lecture, i.e., the Internet used in combination with traditional methods enhanced learning. Day, Raven, and Newman (1998) found that students who were taught using the Internet with a laboratory achieved at a higher level than those students who were taught using the traditional classroom approach. Ganguli (1992) found that the CAI (computer assisted instruction) in mathematics instruction group experienced higher enjoyment, more motivation, and betA Comparison of Information Technology Sources 398 ter understanding of the concepts in the course. Students taught chemistry using a computer simulation scored better than students taught using the traditional lecture method and the learning cycle method (Jackman, Moellenberg, & Brabson, 1987). It is clear that improved learning can result from using technology in instruction. During the eighties, with the inclusion of computers in classrooms becoming more prominent, the need for teachers to become more technologically literate was realized. Nagourney (1989) considered technological literacy among the new basic skills. In 1990, Pomeroy found that half of the vocational teachers in Southern Nevada were not computer literate. Of those vocational teachers who were computer literate, 62% of them were self-taught, and 71% indicated they learned their computer skills after beginning to teach. In 1997, Daulton reported that family and consumer science teachers’ adoption rate for computer technology had increased from 5% in 1983 to 83% in 1993. Daulton concluded that “Although the microcomputer had not reached a 100% adoption rate by 1993, the adoption of microcomputers for educational purposes by family and consumer sciences teachers had dispelled the belief that microcomputers would eventually end in the closet like so many other pieces of audio-visual equipment” (Daulton, 1997; p. 59). A report from the Office of Technology Assessment (1988) stressed that the use of technology cannot be fully effective unless teachers receive adequate training and support. Keeping current has been especially critical because teachers need information technology competencies so they can transfer these competencies to students (Sormumen & Chalupa, 1994). Relatively few studies in the area of information technology were conducted in the 1990s. Garton and Chung (1996) reported that in-service training on the use of computers in classroom teaching was ranked sixth out of 50 in-service needs of agriscience teachers. They queried whether teacher unfamiliarity with selected technologie s and related capabilities Kotrlik, Harrison and Redmann 399 resulted in low acceptance/use of those technologies. Another related factor, computer anxiety, was studied by Kotrlik and Smith (1989), and Fletcher and Deeds (1994). Both studies reported that younger teachers were more likely to have higher levels of computer literacy, and that computer anxiety decreased. A 1997 study conducted by the National Center for Education Statistics (Heaviside, Riggins, Farris, & Westat, Inc., 1997) found that more than 50% of schools technology training was left up to the teacher. This study also found that only 20% of teachers used advanced telecommunications for teaching. With the explosion of technological advances in all areas has come the increased need for higher competencies in the area of information technology. The risk of not meeting workplace needs increases without it. Critical competencies in the area of instructional technology by the instructional leader in any setting can make or break a program whose goal is to prepare persons for the workplace. Theoretical/Conceptual Base Theories of adult learning are highly relevant to information technology training. Heerman (1986) and Zemke (1984) indicated that self-direction, intrinsic motivation, role of problem solving, and immediate value in learning activities have been shown to be critical in computer learning tasks. In the preparation of instructional leaders, including teachers, training should incorporate competencies in software knowledge versus system-specific skill (Lammers, 1986). Using computers and computer-based learning systems in education is viewed as a major contributor to increased learning. Learning theories such as those by Pask, Spiro, and Salomon are considered especially relevant to the use of information technology in learning. Pask (1975) developed the Conversation Theory, and it applies to learning of any subject matA Comparison of Information Technology Sources 400 ter. Information technology incorporates “teachback” which is a critical method of learning according to this theory. The “teachback” method is where one person teaches another what he/she has learned, and where students learn relationships among the concepts. The Cognitive Flexibility Theory builds upon other constructivist theories and is related to the work of Salomon in terms of media and learning interaction (Spiro & Jehng, 1990). Spiro and Jehng stated, “By cognitive flexibility, we mean the ability to spontaneously restructure one’s knowledge, in many ways, in adaptive response to radically changing situational demands” (p. 165). This theory is largely concerned with the transfer of knowledge and skills beyond the initial learning situation. “Cognitive Flexibility Theory is especially formulated to support the use of interactive technology” (Kearsley, 1998, p.1). Salomon (1979) developed the Symbol Systems Theory which is intended to explain the effects of media on learning. Included among the principles of the Symbol Systems Theory are the symbolic coding elements of particular media which require different mental transformations (that affects the mastery of specific skills), and the reciprocal relationship between media and learner (each can influence the other). In 1991, Salomon, Perkins, and Globerson reported the extension of the framework of Salomon’s theory to computers. A constructivist approach for vocational education programs “. . where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem solving activities” (Wilson, 1995, p. 5) seems appropriate as a foundation for a study of secondary vocational teachers’ views regarding information technologies. An “environment that is good for learning can not be fully pre-packaged and designed” (Wilson, 1995, pp. 4-5). The learning environment includes computers and other technologies along with an abundance of available information. Therefore, the need for the teachers, or instrucKotrlik, Harrison, and Redmann 401 tional leaders, to be competent in information technologies and to be prepared to address current and future needs of the learners is critical for the transfer of learning and for learners to transition to the workplace. Sormumen and Chalupa (1994) indicated that the use of technology can not be fully effective unless teachers receive adequate training and support. Review of Relevant Research Several studies have been condu

Planning for the transition to performance consulting in municipal government

This paper describes a project to plan for implementation of the performance consulting model for human resource development (HRD) practice in a municipal government HRD department. A partnership, affectionately dubbed the ‘Enterprise Project’, was created between Louisiana State University HRD Program and Baton Rouge, Louisiana USA city government. During this project, a team of HRD faculty members and graduate students worked with the city to develop a strategic plan to implement new practices in city HRD programmes. The performance consulting model, partnership development and consulting team process are described. The project illustrates the integration of research and practice through partnership research.

Distribution of Finfish Caught Near Oilfield Structures along Coastal Louisiana and Texas

The purpose of this study was to gather and assemble information that will provide a synthesis of seafood catch, distribution and consumption patterns for the Gulf of Mexico (GOM) region. The study is part of a U.S. Department of Energy (DOE)-sponsored project entitled “Environmental and Economic Assessment of Discharges from GOM Region Oil and Gas Operations.” Continental Shelf Associates was the prime contractor on the work.