First teach their teachers: Technology support and computer use in academic subjects

Author: 
Fuller, H. L.
Year: 
2000
This article explores the results of a study of the effects of the allocation of computer coordinator work time on incidence of student computer use in academic subjects in Grades 5 and 11. Analysis of regression models suggested that teacher support is more critical to student use than student support, that effects differ in different grades, and that the effectiveness of technology support for teachers may be contingent on the degree to which the computer coordinator's job resembles that of the client teacher.
Type: 
Research
School-wide Tech Implementation: 
Technology Access and Support

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