COMMONALITIES AND DISTINCTIVE PATTERNS IN TEACHERS INTEGRATION OF COMPUTERS

Through a nationwide survey of teachers experienced at integrating computers into their teaching, we probed who these teachers are, how they use computers in their classrooms, how their teaching has changed, and the barriers and incentives they experience. Overall trends indicate motivated and professional teachers who have learned to use computers in multiple ways and who believe their teaching has changed accordingly. An analysis of patterns in the sample describes five teacher segments, suggesting multiple profiles of integration. Finally, we analyze factors that have contributed to these teachers' accomplishments and implications for widespread integration of computers into teaching.