ERIC Number: ED278377
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Social Context Variables Affecting the Implementation of Microcomputers.
McGee, Glenn William
Although technological innovations have been widely adopted in elementary schools, efforts to implement these have generally not been successful. Past research on innovation has largely ignored the social context in which implementation occurs. This research examines how the implementation of the microcomputer is affected by the traditional social context variables of socioeconomic status (SES), school size, and grade span, as well as the type of computer, length of time schools have owned computers, and student-to-computer ratio. Separate questionnaires were developed and sent to the principal, learning center (media center) director, and classroom teachers in a random sample of 128 elementary schools in northern Illinois. Although the three questionnaires differed in content and length, each provided information on the degree of implementation and the independent variables. Due to several factors, 18 of the schools had to be dropped from the survey, and the final sample used for data analysis contained responses from only 10 schools, and included 100% of the principals and media center directors and 85% of the teachers at these schools. Analyses of the data indicated that SES and student-to-computer ratio have a strong impact on the level of computer implementation and that SES also interacts with school size and grade span to affect the progress of implementation; the make of the computer was found to have no impact on either implementation or decision-making. Four tables depict mean scores for implementation variables according to time of acquisition of microcomputers, student-to-computer ratio, school size, and SES. Two graphs depict mean scores of schools sorted by SES and grade span, and mean scores for low, average, and high SES schools. (BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986).