A survey of fourth-grade classroom teachers' computer use and perceptions concerning computer use, access, software and training in Dade County Public Schools

The purpose of this study was to describe fourth grade teachers' computer use and perceptions concerning computer use. Specifically, the study identified patterns of computer use, access, software availability and training; patterns of selected personal and workplace characteristics of teachers; and the pattern of teachers' instructional involvement when students used computers. The study further ascertained whether relationships existed between teachers' instructional involvement and each variable described.; Questionnaires were distributed to 716 teachers in 166 schools. Data were gathered from 51% of the teachers and 77% of the schools. Statistical analyses included frequency distribution, Pearson's Chi-square and Cramer's V statistic. Significant differences were tested at the.05 level of significance.; Frequency data indicated that almost all teachers have some ability to operate a computer. More than a third have used a computer at home, and more than a third have used a computer for personal professional tasks in school. More than half of the teachers have had some computer training, considered themselves computer literate, have used computers for at least a year and have a computer resource person available on-site.; Most teachers believed instructional computers have some benefit and they favored the increased use of computers in schools. Computers were typically used with CAI drill and practice software, in a lab setting, less than an hour a week, for remediation in math or reading. Most teachers reported software availability. However, teachers also reported inadequate opportunity to preview software and inadequate access to computers for student instruction.; Chi-square test results indicated a relationship between teachers' instructional involvement when students used computers and each of the following variables: Teachers' perceptions of overall computer training acquired, being computer literate, opportunity for hands-on computer practice, teachers' personal use of computers in school, self-taught computer skills, and training acquired from Dade County Public Schools' non-credit computer workshops. Also related to teachers' instructional involvement were teachers' perceptions of computer access for student instruction, opportunity to preview software, the teachers' role, location of computers, type of computer instruction, student to computer ratio and the amount of time computers are used by students.