integrating technology in the classroom: assessment...

Integrating technology in the classroom: Assessment alternatives and strategies for

professional development. “Regional differences in attitudes toward technology in

Mexican teachers and students”

Cesáreo Morales

ILCE, México, 2000. Correo electrónico: [email protected]

INSTITUTO LATINOAMERICANO DE LA COMUNICACIÓN EDUCATIVA

Unidad de Investigación y Modelos Educativos

Unidad de Investigación y Modelos Educativos - ILCE

Overview

One of the major findings in a two–year study on the attitudes showed by teachers and students toward the computer, the school and other media, was a very clear state difference in almost the entire number of factors involved. Scales TAC and CAQ, composed of different Likert–type subscales and adapted to the Mexican population, were used to measure attitudes. In this paper, regional differences are discussed in the light of the context variables identified as contributing to generate and pervade the conditions for the difference effect.

Samples involved and Instruments Administered In 1998, 590 Ninth graders answered the Computer Attitude Questionnaire (CAQ, Knezek and Christensen, 1995), administered in four states of Mexico: Nuevo Leon, Guanajuato, Tlaxcala and Quintana Roo, while in 1999, 877 Secondary School Teachers answered the Teacher’s Attitude Toward Computer Questionnaire (TAC, Knezek and Christensen, 1996) in eight states: Nuevo Leon, Guanajuato, Tlaxcala, Quintana Roo, Sinaloa, Jalisco, Distrito Federal and Chiapas. All participating schools were equipped with computers and some were registered as part of Red Escolar, the national Informatics Network for elementary schools. As part of the sampling strategy, schools were chosen from rural as well as urban areas. Researchers went to each one of the schools and administered the instruments, aided by the state Informatics team1[1]. Regional significance of the sample Sample was chosen intendendly to cover three of the most important geographical and economic areas in the Country: The North, which comprise the most extended, well educated, and wealthy states; the Center, with populated, agricultural, indigenous populated and politically powerful states, and the Southeast, which includes the most empoverished, indigenous populated and traditional states. Additionally, the Mexico City area was of great interest to the reserach team, as a unique concentration of people, services, wealth, and technology. In the North region, two states were included: Nuevo Leon and Sinaloa. The Center region was represented by three states: Guanajuato, Jalisco and Tlaxcala. The Southeast, including two states: Quintana Roo and Chiapas. Results Although there is a vast amount of data pertaining the entire investigation1[2], for the purpose of this paper, results will mostly comprise a regional analysis. First, results are divided into two parts:


CAQ results and TAC results, each one with their own guiding variables. Second, the discussion will concern both analysis, in order to outline the regional differences. CAQ Results The validation of the scale resulted on six subscales for the Mexican sample: 1. E–mail use. Use perceived by the student for e–mail in the teaching–learning process.

2. Preference among communication tools. Students’level of preference for computers, television, reading or writing. 3. Self–Learning. Students’ habilities and attitudes toward independent study. 4. Empathy. Levels of rapport with the feelings and ideas of others. 5. Computer Enjoyment. If students enjoy using computers. 6. Frustration/Anxiety. Students’ fear of failing or antagonism toward computers and school. The ANOVA showed strong significant differences among the states, regarding all the subscales. This is shown in table 1. Table 1. Significance of the difference among States on the attitudes measured by the six factors of the CAQ.

Factor State Mean F P

E–mail Nuevo Leon

Guanajuato

Tlaxcala

Quintana Roo

3.66

2.96

3.29

2.62

22.609 .000***

Empathy Nuevo Leon

Guanajuato

Tlaxcala

Quintana

3.88

3.82

3.60

7.371 .000***


Roo 3.85

Frustration / Anxiety

Nuevo Leon

Guanajuato

Tlaxcala

Quintana Roo

1.91

1.84

2.11

2.11

5.269 .001***

Enjoyment Nuevo Leon

Guanajuato

Tlaxcala

Quintana Roo

3.82

3.86

3.59

3.73

10.059 .000***

Self–learning

Nuevo Leon

Guanajuato

Tlaxcala

Quintana Roo

3.73

3.72

3.51

3.65

5.608 .001***

Preference

Nuevo Leon

Guanajuato

Tlaxcala

Quintana Roo

22.67

24.17

19.95

22.25

8.804 .000***

*p .05 **p .01 ***p .001

As shown by the table, there is a significant difference on all the subscales. The means displayed point out that, in general, Nuevo Leon and Guanajuato concentrate the highest positive attitudes, while Tlaxcala and Quintana Roo showed the lowest means, with the exception of E–mail, where the lowest mean corresponded to Quintana Roo and Guanajuato. On the contrary, Tlaxcala and Quintana Roo showed the highest means on Frustration/Anxiety. In addition, the composition of the sample showed equivalent numbers of male (49.3%) and female (50.7%) students, whereas 61% of the sample corresponded to urban students, and 39% to rural. One thing to be noted is that although only 22% of the students reported the use of a computer at home, both Nuevo Leon and Guanajuato had the largest number of those boys and girls. As will be discussed later, these data and the model of computer use in each State are part of the meaningful context which might explain these results.


TAC Results The validation of the TAC resulted into six independent scales: 1. Enjoyment and Usefulness of Computers. Teachers’ perception of security, joy and motivation to learn through computers, so as the easiness and usefulness for the teaching practice and everyday life.

2. Positivity/Negativity. Positive or negative perception of computers.

3. Electronic mail. Perception of the E–mail as a learning and communication tool, as a useful and practical divise for the classroom, and as a good motivator, allowing student and teacher–student interaction.

4. Frustration/Anxiety. Feelings of threat, fear, dependence, uneasiness, tension, anguish frustration and anxiety toward the perspective of working with a computer, so as the perception of marginal utility, low productivity and lack of creativity in using it.

5. Learning/Productivity. Perception of usefulness and high productivity in learning, school activities and everyday life through the use of the computer.

6. Negative impact. Perception of isolation, dehumanization and coldness of the interactions among persons who use the computer proffesionally and in everyday life.

Accoding to the ANOVA results, significant differences among States were found, regarding four scales, as is shown in table 2. Table 2. Significance of the difference among States on the attitudes measured by the six subscales of the TAC.

Scale State Mean F P

Enjoyment and Usefulness

Distrito Federal

Tlaxcala

Guanajuato

Jalisco

Quintana Roo

Chiapas

Sinaloa

Nuevo Leon

3.89

3.75

4.09

4.00

3.84

3.74

3.87

4.00

5.582 .000***

Positivity / Negativity

Distrito Federal

Tlaxcala

4.94

4.81

5.36

4.593 .000***


Guanajuato

Jalisco

Quintana Roo

Chiapas

Sinaloa

Nuevo Leon

5.30

4.74

4.59

4.57

5.18

E-mail Distrito Federal

Tlaxcala

Guanajuato

Jalisco

Quintana Roo

Chiapas

Sinaloa

Nuevo Leon

3.80

3.73

3.91

3.89

3.55

3.65

3.82

4.02

3.095 .003**

Frustration / Anxiety

Distrito Federal

Tlaxcala

Guanajuato

Jalisco

Quintana Roo

Chiapas

Sinaloa

Nuevo Leon

1.85

1.94

1.73

1.85

2.03

1.82

1.95

1.97

2.586 .012**

Learning / Productivity

Distrito Federal

Tlaxcala

Guanajuato

4.17

4.05

4.23

1.838 .077


Jalisco

Quintana Roo

Chiapas

Sinaloa

Nuevo Leon

4.17

3.94

4.06

4.12

4.23

Negative impact

Distrito Federal

Tlaxcala

Guanajuato

Jalisco

Quintana Roo

Chiapas

Sinaloa

Nuevo Leon

1.68

1.70

1.61

1.71

1.75

1.70

1.74

1.77

.595 .761

*p .05 **p .01 ***p .001

Significant differences among States were found in Enjoyment and Utility, Positivity/Negativity, Electronic mail, and Frustration/Anxiety. In this case, teachers from Guanajuato showed the most positive attitudes toward the technology –except in e-mail, where Nuevo Leon took the lead- and the lowest rate on frustration or anxiety. The lowest means corresponded to Chiapas on enjoyment, Sinaloa on positivity-negativity, Quintana Roo on E-mail, while the highest rate on frustration was shown in Quintana Roo. Additional data concerning the composition of the sample were: Male 53%, female 47%; urban 49%, rural 51%; on age, the highest rates corresponded to 30-39 (37%) and 40-49 (39%); 52% had more than 15 years of teaching experience, while a similar rate (51%) had no experience or less than 6 months of experience with computers. Occasional use of computers was the most common practice (40%, with a 32% who did not answer the question). The highest rates on training corresponded to basic concepts (27%), no training (21%) and no answer (17%). A global 33% of the teachers reported computer use at home but the state distribution showed that half of those computers were located in the states of Nuevo Leon, Distrito Federal and Jalisco, which also showed the largest computer holding rate (43% of the teachers in Nuevo Leon reported computer at home; 41% in Distrito Federal, and 40% in Jalisco). Needless to say that the largest cities in the Country (Monterrey, Mexico City and Guadalajara) are located in those states. The percentage of use of Internet at home was even smaller (8%), and the highest using rates are seen in Nuevo Leon (12.3%), Quintana Roo (10.6%) and Distrito Federal (9.2%).


State models of technology integration Along with the administration of the TAC to teachers, several interviews were conducted at the state level in 1999, to account for the different models of computer use and technology integration to schools. People interviewed included state administrators of the Informatics Program, and teachers in charge of that Program in the schools. The following is a summary by state of the most important information obtained from the almost 40 interviews analysed. Distrito Federal The model of computer use that prevails is the computer science laboratory, although apparently a diversity exists in the use of the computer, depending on the schools’ needs and their curriculum orientation (being technical schools or regular secondary schools). To be part of the computer science laboratory, students are selected by means of an exam, to form small working groups (20 to 22 students per group). Time at the lab is divided equally among the groups of seventh, eighth and ninth grades, so each group works 3 hours a week. Groups are organized in working pairs. In the introductory sessions they learn how to turn on computers, what is the structure of a computer, and finally they learn how to use it. The computer science laboratory is not linked to the school curriculum, although the students use computers to do assignments for the different subjects. Teachers do not use computers for teaching curriculum contents in the classroom, however some of them use this tool to do paper work, or the asignments and evaluations for the students. In classroom teaching, they use audio-visual tools as educational video and television, mostly provided by EDUSAT (our Educational Television Network System). Some schools also use the Mexican School Net (Red Escolar). Tlaxcala

In this state the model of computer use is planned to support four curriculum subjects: Mathematics, Physics, Chemistry and recently Literature. In this model the access is differential for teachers and students: All students but only a few teachers (those who teach the above subject matters) have access to computers, although there is not an explicit restriction for the other teachers, who can approach the computer room to use the computers at any time available. The learning approach is aimed to the reinforcement of the students’ knowledges, by means of solving problems and doing school practices with the computer. The model is effective for the three grade levels of secondary school (7-9 grades), that is why ninth graders are more self-sufficient and show more research abilities related to the subject matters that use computers for learning.


Guanajuato There are a great diversity of programs and projects for computer use at school and community level, which derive in several models of computer use in this state. Three models of computer use were detected: the local School Net, which is linked to Red Escolar, and operates on the basis of collaborative projects; “Interest Centers” directed to elementary and Telesecundaria1[3] schools, and the Computer Science Lab. Additionally, there seem to exist other convenient models, as the “Projects-based Methodology” or the math’s lab, operating in some schools which are a part of the SEP-ILCE1[4] Mathematics Project. The “Interest Centers” model was designed to operate in multi-grade level schools which is the case for some rural elementary and Telesecundaria schools. In the multi-grade level schools the centers of interest’s idea is that computers can perform as the teacher’s assistant in teaching several grade levels. A single software program can be exploited by students of several grade levels, so as in teaching a certain grade level students, another class might work with computers. In the state of Guanajuato, the computer science lab model has a new modality called “Multi-Training Labs”, in those labs students are trained in typing, graphics design and other abilities by means of the computer. Other modalities developed in the state are: – Technology Centers, where students and teachers produce software. In one of the visited schools they had developed software for history and math, from the lessons written by teachers.

– The Knowledge Centers, or computerized public libraries.

– The Technology for the Community Project, which has been launched in rural areas so that people from the community are allowed to enter the school and use the computers under teacher supervision in the afternoon, when the students are not in the school.

Jalisco In this state the model of computer use is the computer science lab, which is a part of a former model named COEEBA1[151] which began to operate on the last decade. The computer science lab in this state is no more than the one traditionally prescribed for secondary schools in the country. In the state modality, the students themselves ask to participate in the lab, although apparently the lab is used by all the students, by means of a established schedule for each one of the grade levels. Quintana Roo In this state the model of computer use is also the computer science lab derived from the COEEBA project. The students register themselves, as usually they do for any other secondary school lab and they have work sessions with the computer, this is done diferentially for each one of the grade


levels. The students of the first grade study the operating system, the second grade students learn about software programming strategies and the third grade students use Windows 3.11 or W.95 for their projects. Specifically the goal of this approach is to prepare students in the basic use of the computer as they do for any other training in technology. The teachers of this model usually “deliver the lesson”, the students take notes and later they begin to practice in the computers. There is not a link to the curriculum subjects and the teachers have only a marginal relationship to the computer science lab, some of them just using the computer by request, in order to prepare some lessons, or to do paper work. Chiapas The computer state model is, as in some of the mentioned above, the computer science lab derived from the COEEBA project, where the students are trained to use computers. There is also a starting point in using the National School Net (Red Escolar), linking the schools in the state, but this new development, full with difficulties in its operation, has not provided a new approach for the computer use. The teaching strategy in the computer science labs is directed specifically to teach about computers. In general, there is not any other educational goal considered for the use of computers in the schools. There is not a link between lab and other subjects of the school curriculum, and teachers rarely use the computers, even in some cases they do not have an easy access to them. The recent starting of the School Net project in the state has generated a great deal of interest among the students, initially participating in projects like “Let’s Preserve Nature” and “Monarch Butterfly”. Sinaloa Apparently, the computer use for the schools in this state is in a transition stage from the COEEBA project to a new proposal, which is planned to support specific curriculum needs. But as it is today, the COEEBA room –as they call the computers area- operates for the teaching of computer science as in any other lab of this model. Seventh graders learn about history of computers, in and out devices, and word processors. Eighth graders, learn about the operating system, flow diagrams, algorithms and dbase language, and Ninth graders are trained in spreadsheets, informatics viruses and software vaccines, and databases. Also, they have software for learning mathematics. Only in some cases there is a voluntary teacher who takes charge of the COEEBA room. In some schools there are some enthusiastic teachers who work with their students in the computers room.


Nuevo León This is a highly structured model of computer use, with a strong educational approach at the state organizational level as well as the operational level in schools.The State Informatics Program provides educational software development whose products are distributed to the schools, also dealing with the development and operation of a state intranet, and training for teachers, school supervisors, school directors and responsible personnel for the program in the schools. Also, it provides technical assistance and maintenance for the computers. The main goal of computer use in the state is to serve as a tool to support every single curricular subject for secondary schools, provided the appropriate software to the local necessities, which is mostly the software they have developed: “Supermáticas” (Super Math’s), “Enfisicados” (Inside Physics), “Mi Mexico”, “Historias sobre Adicciones” (“Stories about Addictions”), including concepts, exercises and self-evaluations. Their intranet is named “Telpochcalli”, through which teachers and students form reading circles, use electronic mail, etc. There is a strong interaction among the schools in the state through collaborative projects and learning circles. All the teachers use the CECSE –their computer center at each school- once or twice a week. Classes also use the video library, where teachers get educational videos or have access to Red Edusat for their lessons.

Teacher training is focused mainly toward the use of the computer as a support tool for the classroom, and the use of software programs as an aid for specific subjects. There are parental sessions, where parents are invited to visit the school and be able to work with their children using a computer. Children are in charge of showing the parents the products of their projects and invite them to use the tool. The enthusiastic participation of the parents has been decisive for the advance of the project, since they have contributed in the construction of classrooms, iron structures for windows to prevent robbery of equipment, curtains, air-conditioning, fire prevention aids and school furniture for the CECSE.

Analysis of models of computer use Even when the general model of computer use that prevails in the studied states is the computer science lab, still having a strong link to the former COEEBA project, there is evidence of changes in the learning strategies and the operational aspects of the models, due to the influence of the School Net project. Three dimensions or variables were found to be important in the analysis of the state models: the instructional design for the concrete use of the computers at school, the teachers and students access to the use of the computers, and the organizational basis in putting the computer to work. In accordance with these three dimensions, there seems to be certain development of the models of computer use, which may range from an incipient, to an intermediate and an advanced structure.


In this sense, we can classify the different state models in the following way:

Concrete Use Access Organization

Incipient Distrito Federal

Jalisco

Quintana Roo

Sinaloa

Tlaxcala

Quintana Roo

Chiapas

Sinaloa

Distrito Federal

Jalisco

Quintana Roo

Chiapas

Intermediate Tlaxcala

Chiapas

Distrito Federal

Jalisco

Sinaloa

Advanced Guanajuato

Nuevo Leon

Guanajuato

Nuevo Leon

Guanajuato

Nuevo Leon

Tlaxcala

The classification shown above allowed us to relate it to the teachers’ attitudes toward computer and the e-mail. Hence, the most positive attitudes were found in the states with an advanced degree of use, access and organization in their model of computer introduction in the school. The biggest differences found in the attitudes toward computer and e-mail were between the states of Guanajuato (advanced) and Quintana Roo (incipient).

Teachers’ experience in using the computer. State frequencies In addition to statistical differences led by the ANOVA, ancillary analysis focused on some of the important frequencies, which might clarify further differentiation. Experience in using the computer is clearly an indicator of adoption. Frequencies composition by state is presented in figure 1.

Figure 1. Distribution of teachers’ experience on computer use.


The highest average rate of computer experience is placed in Nuevo León, Guanajuato, Tlaxcala and Distrito Federal (in that order).

Additionally, average frequency of computer use –daily, weekly and occasionally– by state, might lead to a further differential evidence. Figure 2 displays the state composition.

Figure 2. Distribution of frequency of computer use by teachers

Again Distrito Federal, Nuevo León, Guanajuato and Tlaxcala present the highest frequency use, although it should be noted that the occasional use is the most common practice among the teachers from all states. If we look for the weekly and daily mode of use, we find again Nuevo León, Guanajuato and Tlaxcala presenting the highest rates.


Teacher training Teachers also reported if they had been trained in using the computer, and the type of training they had received: Basic concepts, applications and integration into the classroom. Figure 3 shows the results.

Figure 3. Frequency distribution according to the type of training teachers had received.

Figure 3. Frequency distribution ...(cont.)

The figure shows a similar tendency to that observed on experience with computers and frequency of computer use. The states showing a major diversity and wide range in applications and


integration into the classroom are Nuevo León, Guanajuato and Tlaxcala. Teachers from Quintana Roo, Chiapas, Jalisco and Sinaloa reported mostly training on basic concepts.

The importance of regional differences The trends of these results clearly indicate that in some states prevail certain high–quality conditions on the programs of computer use, the time–period of using technology, and the type of training received, that make a desirable standard for other states. Furthermore, as indicated earlier, apparently teachers and students show differential patterns of attitudes toward technology indicating the existence of a regional differentiation of technology integration. After this, we have to ask ourselves: is it important to discuss regional differences? We found two or three states where general conditions of equipment, model of computer use and training are more advanced in relation to other states. But we are also aware of the falacies which mistakenly can lead us to an easy conclusion of promoting the less advanced states to meet the conditions and operation of the more advanced, without the thorough analysis of the contextual particularities of the state in trying to put to work the technology on education. But, should we try at least to put forward the less advanced states to level some of the conditions of the more advanced so all the country meets basic standards for a single model of computer use? Caution is advised if we try to preserve some of the creativity prevailing in some of the models investigated. Alternatives seem twofolded: In one hand we need to pursue certain basic standards, like core conditions or a platform from which integration strategies might start working. Ideal conditions call for a strong model of computer use, which takes into account plural and multi-occasion access, quality training on technology and a sound resource-organization strategy. On the other hand, we need to assure flexible conditions where creativity takes place. One of the major characteristics of the two more advanced states’ model of computer use (Guanajuato’s and Nuevo León’s) was the high level of creativity in the strategies and activities promoted. These strategies were different in each state but they seemed to work nicely, according to their needs and context. References Knezek G. & Christensen, R.(1995) Administration Guidelines for the Computer Attitude Questionnaire. Denton, Tx., TCET-University of North Texas. Knezek, G. & Christensen, R. (1996) Teacher’s Attitude Toward Computers Questionnaire. Validating the Computer Attitude Questionaire (CAQ). ERIC Document Reproduction Service No. ED260696. Morales, C.; Campos, A.; Lignan, L.; González, I.; Medina, A. & González, C. (1999) actitudes de los estudiantes y docentes hacia la computadora y los medios para el aprendizaje. México, ILCE-Dirección de Investigación. Available on line: http://investigacion.ilce.edu.mx


Morales, C.; Turcott, V., Campos, A, & Lignan, L. (1998) Actitudes de los escolares hacia la computadora y los medios para el aprendizaje. Reporte de Resultados Generales 1998, México, ILCE-Dirección de Investigación. Available on line: http://investigacion.ilce.edu.mx January 31, 2000 Ponencia presentada en el Simposio Integrating Technology in the Classroom: Assessment Alternatives and Strategies for Professional Development, celebrado en el marco de la 11ª Conferencia Internacional de la Society for Information Technology and Teacher Education, SITE 2000, del 8 al 12 de febrero de 2000 en San Diego, Cal. E.U. 7[1] For a complete information on the administration and results, see Morales et al.,1998, and Morales et al., 1999. 8[2] Complete results of the two year research are available on line: http://investigacion.ilce.edu.mx 9[3] This is a general model of secondary school, based on television programs and learning guides. Mostly effective in rural areas. 10[4] Secretaría de Educación Pública-Instituto Latinoamericano de la Comunicación Educativa. 11[5] This was the first national technology integration program for basic education schools. The acronym stands for Electronic Computing for Basic Education.

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