Background Information

Recently a researcher was contacted by the developer of a computer-based algebra program to ascertain how teachers were actually using the program. The program is based on sound individualized learning principles. Content paralleled that of the curriculum being used in the schools, but the delivery of instruction was substantively different. Computer labs had been constructed in the schools, and hardware and software had been installed so that each student in a class had access to his or her own computer. Sequential lessons provided the framework within which students worked individually. Each lesson provided a discussion of specific objectives, an explanation and demonstration of the objectives, and several opportunities to demonstrate mastery. Movement from lesson to lesson was dependent on mastery of the objectives of previous lessons.

Observations conducted over the course of the school year indicated wide variations in program implementation. Some teachers were using the program precisely as designed, while others were using it to supplement their normal curriculum. In informal conversations, teachers expressed some frustration with implementation that appeared to be focused on problems related to the transition from a traditional instructional model to one consistent with an individualized instructional approach. As a result of this information, the researcher conducted several focus groups in which a semistructured interview protocol was used to collect data. One question focused on teachers' perceptions of the skills the program required them to have: "Based on your experiences this year, what skills do you feel are needed to effectively use the Algebra Computer Program in your classroom?"

The researcher tape recorded the responses and conversations of the focus groups, and transcribed the tapes verbatim. Excerpts selected for the purpose of this assignment appear in the following section.