Master of Arts (MA)
Faculty of Science
Computer technology is pervasive in education systems around the world. Although computers are now available in almost every school, that presence has not guaranteed the use of computers as part of the instructional repertoire of educators. This thesis is an investigation of the factors that affect implementation of computers from the perspective of educators across a school board. Fifty-four randomly selected educators (37 elementary and 17 secondary) completed a written survey assessing computer access and use, predictors of integration, prevalence of barriers and supports, and, recommendations from the educators themselves. Results indicated that computers are indeed available and that educators are technology users who generally support the integration of computers. Those educators who are more comfortable with computers are more likely to integrate them in their teaching. Educators suggested that support is necessary in terms of computer hardware and software, technical assistance, classroom access, and human resources. Training, more specifically at the elementary level, was presented as a pressing need. Educators also participated in focus group discussions. The qualitative data supported and expanded on the results of the survey. A great deal of affect accompanied the comments during the focus groups. Additionally, thematic analysis of the qualitative data resulted in the construction of a framework for future investigation of computer implementation and recommendations for policy. Within this framework, the educator is key to successful implementation, affected by both individual characteristics (time, pedagogy, training, familiarity with computers, and affect) and environmental issues (context of computers, support, curriculum, teaching level and student characteristics). The interaction of these individual and environmental variables and how they affect computer implementation is the focus of future research.
Mueller, Julie Lynn, "Computer implementation in education: Hearing the educator's voice" (2003). Theses and Dissertations (Comprehensive). 736.