Post-Training Support for Learning Technology

Sam Snoddy Jr., Cloudcroft Schools
David G. Novick, The University of Texas at El Paso

Article comments

© ACM, 2004. This is the authors’ version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in: Proceedings of the 22nd Annual International Conference on Design of Communication: The Engineering of Quality Documentation. Memphis, TN, October 10-13, 2004, 90-96.
http://doi.acm.org:80/10.1145/1026533.1026556

Abstract

To examine the effects of post-training support, we studied the introduction of new gradebook software in a public high school. The school's 108 faculty members received training on the software, and approximately half of the faculty received posttraining support for eight weeks. The study measured the faculty's current computer usage, usage of earlier versions of the software, and their perceived skill levels in using the software. The data suggest that the faculty members who received post-training support maintained and raised their skill levels, while unsupported faculty had their skill levels decline.