Integrating technology and teaching at a technical institute : an internship report

Breen, Corinne (1995) Integrating technology and teaching at a technical institute : an internship report. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The classroom of the future, with technology that allows a greater degree of independence from the current textbook driven curriculum, will require talented teachers. The teachers will need to be optimistic, open minded, and adaptable to change. They will also need to view education as an ongoing process whereby they are constantly improving themselves. Future teachers will be required to manage a greater range of educational experiences well beyond the typical classroom of today. -- This paper is made up of three main sections: an overview, the research component, and the reflective journal. Chapter one, the overview, provides both the background and a summary of the goals of the internship. -- Chapter two, the research component, outlines the research concerning both the value of information technology and strategies for implementation in a post-secondary technical institute. The sections include: the value of technology, strategies both for successful implementation and professional development, possible deterrents from using technology, and practical projects for educators to implement as a starting point. Thus the all encompassing research question to be investigated in this paper is as follows; What general guidelines need to be considered in designing professional development activities for instructors who are beginning to integrate information technology into their teaching at a technical institute? -- Chapter three, the reflective journal, illustrates and evaluates what was learned, accomplished and experienced. -- Over a three month period, group sessions were held with various faculty members to discuss their professional development needs. Ideas and strategies were addressed at subsequent meetings and group projects were followed up on a continual basis. -- It was found that many teachers find the entire process of technological teaching in areas where they will be a guide, not an authority, to be professionally threatening. The only solution here is an attitudinal change on the part of administrators, educators, and students. Change is not an event or a technological process. Change is primarily a people process. Thus it is crucial that teachers understand that their roles will not be diminished but enhanced and that they need to be open to change.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/5111
Item ID: 5111
Additional Information: Bibliography: leaves 71-73.
Department(s): Education, Faculty of
Date: 1995
Date Type: Submission
Library of Congress Subject Heading: Educational technology; Information technology; College teachers; Career development

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