Home PublicationsJRTEPast IssuesVolume 34 Number 4

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University Incoming editor: Dr. Lynne Schrum, University of Georgia
formerly Journal of Research on Computing in Education

Volume 34 Number 4 Summer 2002

Effects of Technology Integration Education on the Attitudes of Teachers and Students
Rhonda Christensen
University of North Texas

Abstract
Major findings regarding the effects of technology integration education on elementary school teachers are presented. A study of a K­5 treatment site versus two comparison schools over one academic year indicates that teachers progress one stage in a six-stage technology adoption model as a result of focused, needs-based technology integration education delivered throughout the school year. Needs-based technology integration education is shown to have a rapid, positive effect on teacher attitudes, such as computer anxiety, perceived importance of computers, and computer enjoyment. This type of education is shown to have a time-lagged positive effect on the attitudes of students as well.

Contributors
Before earning her doctorate in information science at the University of North Texas (UNT), Rhonda Walker Christensen earned her BS in elementary curriculum and instruction from Texas A & M University and her MS in computer education and cognitive systems from UNT. She was previously an elementary school teacher and is interested in technology integration development of inservice and preservice teachers. Dr. Christensen is currently an instructor of preservice educators in the Department of Technology and Cognition at the UNT. She is currently an evaluator for a U.S. Department of Education Technology Innovation Challenge grant and also a U.S. Department of Education Preparing Tomorrow’s Teachers to Use Technology (PT3) grant.

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Contact
Rhonda Christensen
University of North Texas
PO Box 311337
Denton, TX 76203 rhondac@tenet.edu

Copyright © 2002, ISTE (International Society for Technology in Education). All rights reserved.