Content area
During the decade of the 1980's, computers became a significant part of education. Schools purchased computers and developed plans to use computers in classrooms. The planning included teacher training projects to prepare teachers to use computers, and programs that used computers to address curriculum objectives. A review of the most salient literature on the topic of computer use in the classroom identified results of this ten year effort that fell short of expectations.
This study examined this situation. It focused on the participants of both the planning for and use of computers. The study addresses the questions: (1) are there unique perspectives on computer use held by administrators and teachers? (2) What are the reasoning, criteria, and values used to establish this perspective?
To produce the data to address these questions a case study methodology was used. The setting for the study was a large private school district with a documented history addressing computer use in instruction. A sample of schools was selected. School visitations and computer classroom observations were conducted. A criteria consisting of: (1) how computers were used, (2) what planning existed for computer used, (3) how much teacher support existed in the program, was used to evaluate each school's computer use program. A site for the study was selected from the sample.
To obtain background data on the planning for computer use in the district: (1) several district reports on computer use, (2) inservice projects, (3) planning proposals, (4) needs assessments documents, were reviewed.
Data on computer use was obtained through a series of semi-structured interviews with selected participants in the computer use program at both the district level and school site.
The findings identified a difference in perspective of computer use. The difference was not specific to roles such as administrator and teacher. The perspective difference evolved from the participants' definitions of effective learning environments and definitions of computer use.
Recommendations include the need for further study to identify what teachers need to support the use of computers, and to develop models for programs that prepare teachers to use computers. Those participating in computer use programs for the future must be sensitive to perspective of computer use maintained by those individuals in the school community. Planning and implementation must address those perspectives. Planners must identify how teachers teach, and design training to meet those needs.