ADMINISTRATIVE FACTORS WHICH AFFECT THE USE OF COMPUTERS BY STUDENTS IN SCHOOLS
Abstract
Several studies have established a link between administrative functioning and classroom processes. One outcome of this research is Duckworth's Theory which suggests that there exists a cause and effect relationship between administrative practices and student achievement. This relationship can be altered to facilitate student computer use. Through an analysis of the current literature and an investigation of the experience of several schools, this study examines and identifies administrative factors which facilitate student computer use in schools. The methodology employed a three stage investigation of several schools in one school district. In stage one of the study, information was collected via the Stage of Concern (SOCQ) and the Change Facilitators (CFSOCQ) Questionnaires. Based on the data collected on these questionnaires, several teachers and at least one administrator at each site were selected to be interviewed (stage two). In stage three of the study, on-site visits were conducted to confirm questionnaire and interview data and gather additional information. It was found that in schools where an administrator or a group of teachers was in charge of the administration of the computer innovation, a higher degree of student computer use and more varied applications within the school were observed. Other facilitators of student computer use were the sharing of common goals of administrators and teachers, optimal use of resources, proper scheduling, the availability of inservice training and support, and the involvement of the staff in the planning and implementation of computer use. The majority of the administrators and teachers surveyed scored high on the self concerns of the SOCQ and the CFSOCQ. Self concerns are stages which non-user of technology focus on; task and impact are user concerns. Significant findings across schools were observed in the concerns of teachers at the self concerns of Stage 2 (Personal) and the task concerns of Stage 3 (Management) as measured by the SOCQ. These findings were attributed to the scores of teachers at schools which exhibited high percentages of both teacher and student use. Therefore, effective inservice programs can be designed to help move teacher concerns to higher levels which should alter their work structures to include student computer use. Thus, this approach can reduce resistance to change and therefore increase student computer use in the schools.
Subject Area
School administration
Recommended Citation
CAVANNA, ANTHONY PAUL, "ADMINISTRATIVE FACTORS WHICH AFFECT THE USE OF COMPUTERS BY STUDENTS IN SCHOOLS" (1986). ETD Collection for Fordham University. AAI8624473.
https://research.library.fordham.edu/dissertations/AAI8624473
