Attitudes of Teachers Towards Peer Tutoring in Technology Instruction and Integration

Abstract

Technology touches almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning. Many are just beginning to explore the true potential technology offers for teaching and learning. Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy. Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective technology integration must happen across the curriculum in ways that deepen and enhance the learning process. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals. This study examined the attitudes of 145, 6th, 7th and 8th grade teachers towards peer tutoring in technology instruction and integration. The attitudes of teachers were measured through the use of a survey. The study determined the factors that contribute to this group of teachers’ use of peer tutoring in technology instruction and integration. The study identified a profile of teachers who are likely to use peer tutoring, a pedagogical strategy, either in direct technology instruction or instruction that involves the use of computers to reinforce learning. The results of this research have highlighted important data as well as fundamental issues in Peer Tutoring and Technology Integration. Teachers across the various categories responded similarly to most of the survey items. Regardless of their age, gender, teaching experience and grade level taught, they believe that: Peer tutoring is effective in technology instruction and integration; capitalizing on students’ technology skills yields both cognitive and affective benefits. This study will be able to generate change in the field of education as it pertains to useful pedagogical strategies to integrate technology in instruction.