Microcomputer Use in the Schools: Teacher Roles and Instructional Options

Abstract

Effective implementation of microcomputer instruction in the schools poses a challenge for teachers. The purpose of this study was to identify some of the practical problems related to microcomputer use in the schools. Instruction, monitoring, and integration of computer use with other instructional activities were assessed. Based on our analysis, four alternative teacher roles for use of the technology were defined. These roles vary in terms of their expectations for teacher involvement in microcomputer instruction as well as the degree to which the instruction is integrated within the broader curriculum. By clarifying teacher roles in relation to this instruction, current frustrations with the technology may be diminished.

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