'Successful' Teachers' Patterns of Microcomputer-Based Mathematics and Science Instruction. A RAND Note.

This study of patterns of microcomputer-based instruction in elementary and secondary schools had three objectives: (1) to describe how teachers who were nominated by their peers as "unusually successful" in their microcomputer-based mathematics and science teaching use technology for instruction; (2) to describe how these uses vary as a function of teacher characteristics and other background variables; and (3) to recommend policies for educating teachers in the instructional uses of microcomputers and for devising courseware that serves pedagogical aims. A total of 60 teachers--40 elementary and 20 secondary--in 25 districts and 49 schools in the state of California were interviewed. Schools varied in the number of microcomputers available for instruction (1 to 55, with an average of about 12), and in the resources they provided for microcomputer-based instruction. Based on 16 variables of instructional characteristics underlying microcomputer-based instruction, four homogeneous clusters of teachers were identified: orchestration (N=18), enrichment (N-23), adjunct instruction (N=14), and drill and practice (N=5). Analysis of the data indicates that, although teacher attitudes toward microcomputers were not related to the patterns of microcomputer-based instruction that were identified, all teachers held uniformly positive attitudes. Teacher knowledge about microcomputers was also unrelated to the average amount of coursework taken in mathematics, but the amount of science taken as an undergraduate did reflect positively on instructional use. Recommendations are presented for staff development and the characteristics of teacher-friendly courseware are discussed. Appendices include the interview guides and questionnaires used as well as discussions of methodological considerations and modes of microcomputer-based instruction. A list of references completes the document. (JB)