An exploration of computer use by beginning teachers.

Abstract

Becoming a teacher is a complex process, and a process which is influenced by a variety of factors, including examples of former teachers and contexts of beginning teaching experiences. Traditionally, beginning teachers have been faced with a variety of challenges as they confront the complexities of classroom teaching. The introduction of the computer into the classroom has created new challenges for these teachers. This study uses a qualitative research framework to explore the experiences of six beginning elementary school teachers who use the computer in their classroom instruction. This framework illuminates the perspective of the beginning teacher and examines the ways in which the computer is used in classroom instruction, the factors which motivate and constrain these uses, and the impact of these uses on the beginning teacher. The findings of this study indicate that beginning teachers use the computer in a variety of ways, particularly as a word processor to produce students' writing in a professional looking manner; as a drill and practice activity to reinforce basic skills; and as a way to have fun with their students. Instructional computer use is influenced by the teachers' personal beliefs in the importance of the computer; student desires to use the computer; time to learn about, plan for, and use the computer; availability of computer hardware; and familiarity with computer software. Computer use by beginning teachers is tied to their teaching in general, and their development as a teacher. As they gain confidence and competence as a teacher, their computer use evolves. The findings of this study suggest that teacher educators and school districts must provide practical assistance to beginning teachers, such as specific ideas about classroom management and detailed information about instructional software, to facilitate the processes of becoming a teacher and incorporating the computer into the classroom curriculum. Teacher preparation programs must include realistic examples of instructional computer use, as well as opportunities for preservice teachers to use computers in field placements. School districts must provide blocks of time for beginning teachers to learn the craft of teaching, and to develop confidence and competence in their new professional roles.