Term Paper on "Teacher Complacency and Technology"

Term Paper 20 pages (5299 words) Sources: 0

[EXCERPT] . . . .

Teacher Complacency and Technology

Interpretations of Results of Survey

Survey 1 is more of demographic information regarding the respondents. Facts such as they length of service rendered in teaching - in and outside their present school - the average annual income and the level of technology effectiveness is being assessed. This is to address the assumption that as the teacher grows older, the more ineffective he/she becomes in using and teaching technology, and vice versa. More so, this is in response to the assumption that the amount of income received by the teacher compensates to the level of knowledge he/she has about technology use.

Years of Teaching

Based on the responses given by the teacher-respondents, they have been teaching for 6-32 years. This shows that they are not new to the teaching world, hence they are already very familiar with the kind of teaching they serve, the kind of educational institution they are with and the effectiveness of their teaching skills and methods are.

More so, in this length of service in the teaching career, it can be easily inferred that these teacher respondents have already worked with other teaching professionals and educational policy makers. They are already aware of the kind of changes that is being applied to education (teachers, educational methods and facilities and even students included) from time to time. At the same time, these teachers who been in this career for quite a long time, know already the very purpose of their position and what they should do to enhance their own level of knowledge.

Years of Teaching at Present School

The teacher-respondents revealed that they have been teaching at their present school on the range of 6-27 years. Evidently, not all teachers have served this school since the very beginning of their teaching career. Some of them may consider this school as their second institution of teaching and some may even be their third or fourth. Unfortunately, this paper does not delve upon the reasons why these teachers left their former school or why they chose this school.

What is very clear here is the fact that most of the teachers have already stayed in their present school for quite some time already. Because of this, it can be easily inferred that the teacher-respondents find this school suitable for their qualification as a teacher. More so, the present school may have been effective enough in serving the needs of the teachers and the students that is why these teachers are staying and are continuously teaching. They teachers may also be considering this school as an institution where the teachers can continuously hone their knowledge and skills in teaching while they are serving and teaching the students as well.

Level of Technology Effectiveness

When it comes to the level of effectiveness on the use of technology, with a rating of 1-10, 10 as the highest, this research paper evaluates the number of teacher respondents who gave a passing mark. This was computed in a way of making 5 as the passing mark or the 50% of the highest and lowest possible rating.

Based on the responses, 61% of the teacher respondents view that the level of technology effectiveness in the school is passing. The rates given as passing mark ranges from 5 as the lowest passing mark and 7.5 as the highest passing mark. Meanwhile, the remaining 39% of the teacher respondents view that the use of technology in the school is not effective enough. The failing marks ranges from 2-4 ratings.

With the varied ratings given by the teachers, the researcher could not find any indirect or direct relationship between the lengths of years spent in teaching at the present school vs. The level of technology effectiveness. There are teachers who have spent the lesser number of years in teaching in their present school and have given a fairly high mark on the use of technology. However, there are also teacher-respondents who disclosed that they have been spent quite long years of their teaching career in the present school but still viewed that the level of effectiveness of technology use is not passing enough. In the same manner, there are teachers who have stayed in the school for quite a long time who gave passing marks to the level of technology effectiveness.

These varied responses could not be used as sole basis to assume that as the number of years in teaching goes higher, the level of technology effectiveness becomes lower and vice versa.

Annual Salary

From the teachers' responses, it is disclosed that the lowest salary the teachers are getting is 20,000 per annum while the highest is 80,000 per annum. There is a direct relationship between the amount of income the teachers are getting vs. The number of years they have been serving in the school or in the teaching career. This is because as the teacher's length of service in the school becomes higher, the higher also is their annual salary. The same goes with the length of teaching career. The more years the teacher has been into teaching, regardless of the school, the more amount of income he/she is receiving annually.

The responses also revealed that the administrators of the present school are also considering the number of years of teaching experience that the teacher has have, even outside the present school, as a basis for salary schemes. Hence, the total number of years spent in teaching, whether in or out of the present school, gives a lot o weight in assessing the amount of compensation that the teacher is receiving per annum.

However, there is no direct relationship between the salary or compensation vs. The level of technology effectiveness. Here are a number of teachers who have been receiving considerably high compensation but still find the use of technology in the present school fairly low. In the same manner, there are some teachers who have been receiving good income, not the highest but not the lowest, and still give the level of technology effectiveness with a passing mark.

Overall Analysis

With the variation of responses given by the teachers, there could be no solid conclusion that can be made in terms of the relationship between the length of teaching career, the length of service rendered at the present school and the amount of annual compensation to the level of technology effectiveness. The responses are not conclusive enough because there are no percentages that could represent the majority o the respondent population. However, what is good with the responses is the fact that regardless of the number of years spent in teaching, or the amount of salary being received, the teachers' responses on technology use still varies. This is fairly good because this disproves the idea that newer teachers are not adept to technology use and vice versa. In the same manner, the results also invalidates the idea that the older the teacher gets, the more he/she became ineffective in using and teaching technology related instructional equipments or materials.

Indeed, there is no direct relationship between the length of service rendered in teaching in or outside the present school, the level of income and the level of technology effectiveness. Then, it is safe to assume that level of effectiveness in using and teaching technology is dependent on many variables like the background and familiarization of the teacher him/herself in technology per se. There are teachers who have been in the school for a minimum number of years only, but they are very adept to using technology. The same goes with the longest-staying teachers, who may have been using computers and technology for the longest time that they have been teaching hence they are very skilled and knowledgeable in using and teaching technology.

Interpretations of Results of Survey 2

Results of survey 2 aims to show the level of understanding of the teachers regarding the need to have and teach technology, as well as their level of complacency in the presence of technology inside the Vista High School.

The total number of years rendered in teaching in and outside Vista High School, the rating on the presence of technology inside the classrooms, the level of skills being imparted to the students in terms of technology use, and the percentage complacency that the teachers get to and from the students when taught about technology used are summarized and evaluated.

Total Years of Teaching

Based on the responses given by the teacher-respondents, they have been in the teaching world from 5 years (as the lowest) to 29 years (as the highest). Like what has been interpreted on the results for survey number 1, the responses of the teachers on survey 2 shows that they are not new to teaching as a job, hence they are already very familiar with the kind of teaching they serve, the kind of educational institution they are with and the effectiveness of their teaching skills and methods are.

Years of Teaching at Vista High School

The teacher-respondents disclosed that… READ MORE

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