Award Date

1-1-1997

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Curriculum and Instruction

Number of Pages

71

Abstract

This study examines different instructional formats for providing inservice education on classroom technology applications to elementary teachers. An intensive weekend workshop format was compared with a traditionally paced format for inservice education. Results are discussed in terms of measurable changes in teacher growth in the use of the applications and growth in the use of the applications with students. A secondary purpose was to determine if there was a relationship between learning styles and success in these two environments. Teachers' learning styles were identified using the Myers-Briggs Type Indicator. The results of the study indicate that intensive models of inservice education are as effective as traditional models in this context. The study was inconclusive with respect to learning styles relationships; however the data suggest that further research is warranted.

Keywords

Education; Environments; Inservice; Instructional; Technology

Controlled Subject

Teachers--Training of; Educational technology

File Format

pdf

File Size

1710.08 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/pxal-g6gl


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