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The purpose of this study was to examine the role of administrators and teachers in the selection and implementation of computer technology in Kalamazoo Public Schools (KPS). Recently, KPS participated in Michigan's "Classroom of Tomorrow" program. They received 170 computers of various types (i.e., Apple, IBM, etc.). Elementary teachers received 126, middle school teachers received 16, high school teachers received 26, and 2 computers were awarded to personnel at the community education center. To date, there are no reports or research studies on the success or lack of success of the processes used to select and implement the computers in the different schools in Kalamazoo.
The focus of this study was on the 18 elementary schools within the KPS district.
A survey research design was used for the study, and two survey instruments were designed by the researcher. Six research questions guided this study and related research hypotheses were developed for Questions 1 and 2. The statistical test used for the hypotheses was the t test for independent means. Finally, the data from research Questions 3, 4, 5, and 6 were analyzed using descriptive statistics to classify and summarize specific data.
Findings from the study indicated that administrators were involved in the selection and implementation of computer technology while teachers shared a low level or no role in the processes. With respect to findings related to training and development, findings indicated that there was no difference between in-school and out-school training. It was determined that computer skills and knowledge needed to select hardware and software could be obtained through training in either in-school or out-school sites. Findings indicated that there is a lack of planning for selection and implementation of computers in the district and that no formal technology plan exists for administrators, teachers, students, and parental involvement. Findings demonstrated that school personnel did not preview or evaluate hardware or software before purchase.
Conclusions included that while schools reported local improvement plans, formal planning for computer technology was missing. Neither administrators nor teachers were satisfied with quality or quantity of hardware selected for their schools. Similarly, administrators and teachers were unsatisfied with the level of administrative support.