A Comparison of High School Teachers’ Instructional Postures in Regular Classrooms and in Computing Environments

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Abstract
High school teachers' classroom behaviors were observed and compared with their behaviors in the computing environment to determine whether or not the computer might act as a catalyst to promote facilitative behavior in teachers. No significant difference was found in terms of increased facilitative behavior in computer classrooms. However, female teachers adopted more facilitative postures in the computing environment than did male teachers, and the teachers with the greatest number of years of experience in teaching with computers appeared to exhibit more directive postures in both the regular and computing setting than did teachers with fewer years of experience. Implications of this for teacher education are discussed.

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