Effect of Computer-Mediated Communications on Teachers' Attitudes Toward Using Web Resources in the Classroom - Statistical Data Included

Journal of Instructional Psychology, June, 2001 by Tiffany A. Koszalka

Collaborating, Sharing Success, and Practicing

The research literature supports the premise that changing pedagogical strategies to integrate technology in the classroom is more successful when peers collaborate, share technology successes and challenges, and practice with technology. (Brisco & Peters, 1997; Clift, Veal, Johnson, & Holland, 1990; Duin, 1996; Emery, 1986; Ingesman, 1996; Kies, Williges, & Rosson, 1997; Livingston & Borko, 1989; Metzler, 1996; Riel, 1990; Smylie, 1992; Wiburg, 1997). See Figure 1.

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Modeling and sharing of successful uses of strategies in face-to-face peer collaborations and distance learning professional development environments have led to increased frequencies of integrating new teaching strategies (Ike, 1997; Ingesman, 1996; Riel, 1990; Wiburg, 1997). Teachers who collaborated and shared successes and challenges were more likely to develop successful approaches implementing new teaching strategies in their classrooms.

The collaborations among peers were predicated by establishing and maintaining a relationship of mutual learning including sharing of ideas and practices, discussing the choice to adopt ideas or practices, interacting inside the learning environment, and interacting outside the learning environment (Emery, 1986). Learning and change within the group were dependent on the participation of community members. The social interactions among teachers during problem solving and sharing enhanced motivation, attitude, and comfort levels regarding the acquisition of technological expertise (Geyer, 1997; Kies et al., 1997; Metzler, 1996; Smylie, 1992).). In essence, the probability for effective implementation of an innovation was based on the intrinsic character of the group. Participants learned to perceive the social field of the group and move toward group ideals such as the value of integrating web resources into classroom lessons to enhance students' learning. Learning, therefore, was not based solely on the establishment of new knowledge, rather it began with the needs and interest of individual learners and spread to the group.

Providing examples of the new pedagogy and encouraging collaborative sessions on how to apply new strategies in the classroom provided support for teachers and satisfied their needs for learning about the new pedagogy by using the new pedagogy in their training (Brisco & Peters, 1997; Goldenberg & Gallimore, 1991). Science teachers who participated in face-to-face collaborative sessions on incorporating problem-centered activities into the classroom increased the frequency of using problem-centered activities, changed their teaching strategies, and created lessons that incorporated new pedagogy (Brisco & Peters, 1997; Riel, 1990). As a result of collaborating during and after training teachers changed their teaching strategies and their attitudes toward the new strategy to improve the quality of teaching and to stimulate learning in their students. Therefore, providing teachers with a focused collaborative environments in which to learn about, discuss, and integrate new teaching strategies into their classroom practice increased their attitudes and willingness to try now innovations.