Search results for: Computer assisted instruction

This paper reports on how science teachers as action researchers investigated their teaching roles through autobiographical and collaborative reflection to become familiar with the changes in their teaching role when teaching with computer technology. Furthermore, the article details the author's role as the facilitator of the collaborative action research project.The design of the study was framed by the action research space framework and the conditions for quality collaborative action research framework. Collaborative sharing of teaching and learning experiences helped participants negotiate the changes in their teaching roles and also revealed how they underscored these changes in relation to students’ learning of science content.

In this study, the authors used confirmatory factor analysis to verify construct validity for the Teachers’ Attitudes Toward Computers (TAC) Questionnaire. This questionnaire is an instrument created from 32 well-validated scales, as a more parsimonious questionnaire covering areas assessed by previously existing instruments in the field. The authors to conclude that the TAC is a well-validated, reliable instrument for teachers’ self-appraisal of their attitudes toward computers.