Table 5

Teaching Practices and Perceptions of Exemplary and Other Computer-Using Teachers

Teaching Practice and Perception Variables	Standardized difference (Effect Size)	Exemplary Teachers^a	Other Teachers^a	M A T H^b	S C I^b	E N G L^b	E L E M^b
Panel 1: Teaching Practices
De-emphasized certain topics in class, as a result of using computers	+1.07	38%	7%	+++	+++		na
Introduced new topics in course, as a result of using computers	+1.05	47%	11%	++	+++		na
Emphasized certain topics in class more than before, as a result of using computers	+.54	66%	39%		+	+	na
Typical pattern of computer assignments: whole class but often some students will be using programs different than the others use	+.50	43%	22%	++	++
Frequency that students get to choose which pro gram to use (index from 1 to 5)	+.20	2.7	2.4			na
Typical pattern of computer assignments: different programs used by different (mixed ability) groups of students	+.14	19%	14%
Typical pattern of computer assignments: individualized—each student does sequence of programs at own pace	–.12	16%	21%	–		–
Typical pattern of computer assignments: whole-class paced--everyone uses the same program	–.16	20%	26%		–	+
Panel 2: Which Students Seemed Most Affected by Computer Use
Overall achievement level of students named (index of 1=very low to 5=very high)	–.22	3.2	3.4
Girls named	+.06	41%	39%
Panel 3: Problems of Using Computers (Indices: 3=major problem; 0=not a problem)
Computers on hand are too limited (out-of-date, incompatible, not enough memory, etc.)	+.27	0.9	0.6		+++
Difficult to keep computers in working order	+.26	0.8	0.6	+
Not enough space to locate computers	+.21	1.5	1.2
Too few computers	–.19	1.6	1.8
Not enough instructional software is available	–.23	1.2	1.5				–
Too difficult to fit computers into instructional routines	–.54	0.8	1.4	–	–	–	–
Panel 4: Experience of Problem Incidents
Total number of types of problem incidents experienced	+.40	2.9	2.3	+	+
Computers were in use by another teacher	+.37	27%	14%	+	+++
Software did not teach as well as was expected	+.35	43%	32%	+		+
Software was missing or unexpectedly unavailable	+.30	34%	21%		+
Software was not as interesting as expected	+.23	51%	40%
Hadn’t had a chance to try software before using it in a lesson	+.19	39%	30%
Computers were broken	+.18	21%	15%		++	+
Software was harder to use than expected	+.17	27%	20%		+	+
Panel 5: Priorities for Spending $5000 Per Teacher (maximum 2 choices per person)
Computer for teacher to use at home	+.60	28%	10%		+		+
An aide to assist in supervising students using computers	+.29	26%	16%				+
Exensive in-service training in using computers	+.24	42%	31%	+	–	+
Release time for planning how to use computers better	+.14	26%	20%			+
Computer coordinator to provide expertise and assistance	-.18	6%	12%
New software for their subject	-.21	39%	49%	–
One or two additional computers for class to use	-.54	21%	48%			–	–

^a Mean for those teachers’ environments; or percentage of teachers where, for each teacher, response is either “yes” or “no.” ^b + and –

indicate approximate magnitude of effect sizes (ES): + indicates 0.5 < ES < 1.0; ++ indicates 1.0 < ES < 1.5; and +++ indicates ES