izzes and accessing course grades through the Web (Sanders & Morrison-Shetlar, 2001). Surveys have also been conducted to determine teacher attitudes toward computer use; findings of one study showed that 39% reported it to be important, 32% reported it to be absolutely essential, 24% rated it as important, and only 4% rated it as not very important (Iding, Crosby, & Speitel, 2002).
Since teacher views regarding needs for technology in the curriculum are important, a survey study is needed to determine teacherÆs perspectives regarding what a classroom computer needs to accomplish. To achieve this goal a list of computer software products will be compiled from exploring internet data bases. Search strategies and specific sources that will be used will include Google, which provides access to information regarding software products and their evaluation as well as multiple cites which provide technology implementation techniques (teacherschoice.com, interactivephysics.com, ed.unuc.edu, nctp.com), and Proquest which provides journal articles regarding studies related to the topic. From the list of computer software products, attributes of different programs will be listed on a survey. This survey will then be used to investigate teachersÆ perceptions in a local middle school.
Research regarding teacher perspectives in choosing technology has shown that it is rare to find a classroom that does not have a computer and a teacher who expects their students to use them. Computer programs are popular if they provide enjoyable ways for the student to practice skills and they allow students to progress independently through levels of ability. Programs that allow a focus on problem solving and concept construction skills are also popular, however some teachers use these programs as enrichment activity rather than a part of the lesson. Teachers who have become more familiar with the internet are involving students in locating in...