Computer technology: Building level implementation of a district priority
Quinlan, Jane Ellen
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Permalink
https://hdl.handle.net/2142/20045
Description
Title
Computer technology: Building level implementation of a district priority
Author(s)
Quinlan, Jane Ellen
Issue Date
1996
Doctoral Committee Chair(s)
Ward, James G.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Education, Curriculum and Instruction
Language
eng
Abstract
The implementation of technology involves change at the classroom and school levels that requires district pressure and support. This case study examined the implementation of computer technology from both district and school perspectives. It focused on how technology became a district priority as reflected by organizational goals, long-term plans, time devoted to topic, funding, and policy and guidelines. It looked at how implementation varied in elementary, middle, and high schools in the district. It identified factors that led to variations in the way computer technology was implemented across grade levels. One significant conclusion is that most people in the district were using computers to improve current instructional practice rather than explore new educational practices, enabled by computers, that might be superior to old ways. Implementation seemed more successful in schools that had a key individual or group of individuals coordinating and supporting teachers' use of technology. The study participants' perceptions of barriers to change and facilitators of implementation seemed unrelated to grade level. Participants needed a knowledge base, computer skills, and organizational support in order to implement technology. Once those factors were in place, a lack of resources, particularly equipment and inservice, became the main barrier.
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