Catherine Suen, M. Ed. Edmonton Public School District

Michael Szabo, Ph.D. University of Alberta

© 1998, Catherine Suen and Michael Szabo, All Rights Reserved

The purpose of this research project was to: (a) examine the effects of the TIP on selected aspects of the implementation of computer technology by teachers, and (b) make recommendations to school districts to encourage teachers in adopting computer technology.

In Western Canada, one large school district initiated a multi-year Technology Incentive Program (TIP) during the school year 1996-1997, for teachers who were novice users of computer technology, to gain experience in using computers. The Board of Trustees approved a three year district project which provided teachers with computers and in-service training to encourage them to adopt computer technology in teaching.

With the advance of computer technology, educators are feeling pressure to use computers in the classrooms. Some parents are demanding changes in the curriculum. They want computer technology to be integrated into the curriculum so that their children will be ready to meet the challenges of an information society once they graduate. Means and Olson, (1994), Szabo & Schwarz (1997), and the U.S. Congress, (1995) have shown that, although computers are generally available in schools, a substantial number of teachers are either not using computers as tools for teaching, or the use of computers is at low level (e.g., word processing). Some school districts are looking for ways to support teachers so they will adopt computer technology into the instructional process.

This study was designed to address the question: What impact did the first year TIP have on teachers with regard to computer usage? The research question was broken down into ten sub-questions so that the impact of the first year of the TIP could be examined in detail.

Sub-questions dealt with (a) changes in skill and knowledge in computer usage, (b) usage of computers for teaching, (c) usage of computers for non-teaching purposes, (d) the impact of having a computer for one year, (e) teachers' attitude towards computers, (f) TIP participants' purchase of computer as result of the TIP, (g) the TIP training program, (h) interest shown in computer-related activities, (i) other factors which influence the use of computers, and (j) computer usage and teachers' perception of what they need.

The review of the literature shows that the implementation of computer technology should be looked at as an embedded innovation problem within the process of change. Research is needed in the adoption and implementation of computer technology and on the impact of computer technology programs at district and local levels. The review and research drew heavily from the work on change and innovation of Fullan (1991, 1992), Rogers (1995) and Szabo (1996).

Data were gathered from a survey of TIP participants for an ex post facto study. To add depth of understanding to the study, seven TIP participants were also interviewed.

The target population consisted of teachers who were novice-users of computer technology and would volunteer to participate in programs similar to the TIP. The accessible population was comprised of: (a) teachers who participated in the TIP in a large school district in Western Canada, in 1996/1997 and (b) teachers who applied for the program but were not selected (non-TIP).

There were 148 (64%) TIP teachers and 20 (14%) non-TIP teachers who responded to the survey. Seven TIP participants were chosen, based on grade levels taught to gain an insight into the impact of the TIP at the different grade levels, to be interviewed.

The impact of the program was defined by the (a) change of perception of teachers in the skill and knowledge or level of expertise with computer usage, (b) change in the number of hours of computer use for teaching purposes, (c) change in the number of hours of computer usage for non-teaching purposes, and (d) attitude toward the use of computers shown by surveyed teachers .

It was hypothesized that TIP participants exhibit a difference before and after the TIP, with regard to (a) their perception of their skill and knowledge in using a computer, (b) the number of hours in computer usage for teaching purposes, and (c) the number of hours in computer usage for purposes other than teaching.

It is hypothesized that Non-TIP teachers exhibit a difference before and after TIP, with regard to (a) their perceptions in the level of knowledge and skill in using a computer, (b) the number of hours they used the computer for teaching purposes, and (c) the number of hours they used the computer for purposes other than teaching.

In July, 1996, a large school board in Western Canada approved $753,000 to operate a TIP in which 230 teachers were given a computer and software productivity suite for their personal use for one year and approximately three weeks and four Saturday sessions of training in its use. Due to the funding limit, the administrator of the school was asked by the district to nominate some of the teachers who volunteered for the program. Of the 371 novice computer users nominated by their schools, 230 were successful in applying for the program.

The summer workshops included sessions on: (a) unpacking and setting up the computer system, (b) the operating systems of either Windows 95™, with MS Office™ or Macintosh™ system 7.5, with ClarisWorks™, (c) how to use word processing software; (d) electronic presentation; (e) CD-ROM resources such as Encarta and Canadian Encyclopedia, and (f) the Internet. Saturday workshops were offered in language arts, mathematics, science, and social studies to teachers in Divisions One and Two (grades one to six). Workshops on word processing across the curriculum, spreadsheets, database were offered to teachers of Divisions Three and Four (grades seven to twelve).

Five TIP teachers were not accessible due to moving or leaves of absence. Of the 150 surveys returned by the TIP teachers, 148 (64%) were usable for data analysis. Of the 21 surveys returned by non-TIP teachers, 20 of them (14%) were usable for data analysis. The majority (76%) of the TIP participants were female and that 69% of the TIP participants were elementary teachers (43% taught in Division One and 26% in Division Two). A comparison of the following data was made by using paired t tests on

the level of expertise with regard to computer technology the TIP participants perceived they had, before and after the TIP training and the number of hours the TIP participants used computers, for teaching and non-teaching purposes, before and after the TIP training. The same procedure was used for the both TIP and non-TIP participants. A comparison across TIP and non-TIP teachers was not made due to the vastly different sample sizes.

Results of t tests showed that the TIP seems to have made a significant impact on the participants with regard to their self-reported knowledge and skill in using a computer. The TIP also seemed to have made a significant impact on the participants with regard to the use of computers for teaching and non-teaching purposes.

The TIP participants reported being more confident in using a computer. They also reported being more proficient in using a computer and exhibited a more favorable attitude toward computer technology for teaching and learning. An overwhelming majority of TIP participants held the opinion that computers should be used for learning (89%) and that the computer is an effective tool for teaching and learning (92%). However, only half of the teachers agreed that they were confident with using computer technology in delivering instruction.

The TIP was reported to have made positive impact on its participants regarding the use of the Internet, clip art and word processing. It neither made a great impact on integrating computer with content area nor with the computer applications of spreadsheets, data bases or transferring data between applications. The TIP appears to have increased participation in computer related activities such as reading books, articles or magazines, and attending conferences on computer technology. As well, the TIP computer, a component of the TIP program, appears to have influenced some participants toward the purchase of a computer.

When asked about influential factors other than the TIP, TIP participants identified a necessity to learn to use computers for report card purposes and needs of students along with help from family, colleagues and friends and having access to computers in school or classroom.

Participants in the TIP indicated requirements for (a) people support, (b) help in applying technology in classroom, (c) access to hardware and technical support, (d) training strategies, and (e) school and administrative support.

The findings of the impact of the TIP were generally compatible with the theories of change and innovations as suggested by the review of literature. Teachers adapted to the process of change in their early attempts to adopt computer technology as an innovation as a result of the impact of the training from the TIP. However, there are many other factors in a complex social structure, such as a school district, which affect the change process. While it was not possible to completely isolate the effects of the TIP from this milieu of complexity, the TIP seems to have had a not insignificant impact.

Interviewees had different reasons for their participation in the TIP. Overcoming of the fear of technology, a change to a positive attitude towards using technology and an increase in teachers' use of computers were some of the significant outcomes of the TIP. Teachers perceived that they need help in the implementation of technology with curriculum. The interviewees identified barriers which prevented them from the successful implementation of computer technology in their classrooms. In general, the findings support the conclusions made by Szabo and Schwarz (1997) which stated that in addition to training, teachers require a broad range of support (infrastructure) and the ability to adopt the innovation to unique needs (a form of empowerment) (Tyack & Cuban, 1995).

Non-TIP teachers reported increases in knowledge and skill in using a computer for personal and teaching purposes. They seemed to have gained more confidence in using computer technology and acquired a more favourable attitude towards computer technology for teaching and learning.

Non-TIP teachers appeared to participate in computer related activities such as reading books, articles or magazines, and attending conferences on computer technology. They also seemed to have increased the usage of word processing. However, they did not seem to show much increase in their use of the multimedia software and the application programs of transferring data between applications, spreadsheet or database.

The non-TIP group identified usage of computer for report card as one of the factors which increased computer usage. They identified lack of time as a reason for prevented them from increasing their use of computers.

Non-TIP teachers reported that, in order to increase the use of computers with their students, they needed (a) people support, (b) help in applying technology in classroom, (c) access to hardware and technical support, (e) training strategies, and (f) easier scheduling of facilities.

There are several factors to suggest the gains made by the non-TIP teachers. Since the non-TIP group originally volunteered for participation in TIP, their motivation to adopt computers as an innovation was likely as high as the TIP participants. The concomitant popularity of the Internet might have been a catalyst in causing the non-TIP teachers to try to learn more about computers on their own. The fact that over one third of the teachers identified the usage of computers for report cards showed that there was a need for the non-TIP teachers to adapt to the changing process of using computer technology in their classrooms. Another possible factor is the fact that money and training were committed, which was likely interpreted as a signal of the importance of technology to the senior administrators (Szabo, 1996). This is in stark contrast to a common reaction of "There's not enough money in the budget for computers."

This study was concerned with the research question, "What impact did the TIP have on teachers with regard to computer usage?" The TIP impacted teachers’ usage of computers in a significant way because it addressed the needs of the teachers in the implementation of computer technology by supporting them in their adaptation to the process of change. The TIP was the beginning of a process in which teachers began the adoption of computer technology in their classrooms. An analysis of the TIP, from findings of quantitative and qualitative data of this study, showed that the main reason for the success of the TIP was that the implementation of computer technology was looked at as an embedded innovation problem in which teachers had to be adapting to the process of change. Teachers were involved with the change process. They knew what the innovation was. Their training, organization and resource needs were beginning to be met within the TIP. They were given the time to try the innovation for a one year period so they could make informed decisions as to whether to adopt or reject the innovation. More teacher input into decisions about the content of the inservice program for the inservice sessions would be helpful for future programs modeled on the TIP.

As TIP participants demonstrated the characteristics of early adopters of the innovations of computer technology for teaching and learning, the challenge of institutionalization lies ahead for the school district which initiated the TIP. As recommended by Fullan (1992), the ultimate adoption of an innovation for implementation was the institutionalization of the innovation. Institutionalization of an innovation is a process in which the innovation is fully implemented by members of the group with support from the institution or community in which the members are involved. The major contribution of the TIP was the impetus which initiated the implementation of computer technology as an educational innovation in a large school district.

Szabo (1996) proposed a model which begins with a vision from the senior administrative level, followed by the development, training and support of strategically placed leadership teams who are empowered to make the vision a reality in their own schools. In Szabo’s model, a strong central support system is seen as counterproductive to change. Szabo’s model could be considered for the implementation of computer technology in the classroom.

From a case study of implementation of new educational technologies in Ontario schools, Fullan (1992) suggested that teachers’ requirement for organizational, resource and training support must be met in order for them to successfully implement technology as an educational innovation. In conclusion, the first Technology Incentive Program, though significant in its impact as to the influence it had on teachers with regard to their computer usage, is but a first step in the right direction. The school district must accept the challenge of supporting teachers with the further implementation of computer technology by helping to institutionalize the new technology for the school system.

The significance of this study lies in (a) its contribution to classroom practice by gathering data on how teachers attempted to implement computer technology in their classrooms within the TIP, and (b) its contribution to theory by relating a district initiative technology program with the theories of change and innovation in education.

Fullan, M. G. (1991). The new meaning of educational change. (2^nd ed.) . New York: Teachers College Press.

Fullan, M. G. (1992). Successful school improvement. Buckingham: Open University Press.

Means, B. & Olson, K. (1994). The link between technology and authentic learning. Education Leadership, 51 (7), 15-18.

Rogers, E.M. (1995). Diffusion of innovations (4^th ed.). New York: The Free Press.

Szabo, M., & Schwarz, K. (1997, June). What do teachers need to incorporate instructional technology into classroom teaching? A survey. Unpublished master’s thesis, University of Alberta, Edmonton, Canada.

Suen, C. (1998). A Study of the impact of a school district computer technology program on adoption of educational technology. Unpublished master’s thesis, University of Alberta, Edmonton, Canada.

Szabo, M. (1996). Change in the use of alternative delivery systems through professional development within colleges and universities. In P. Carlson & F. Makedon (Eds.) , Educational Multimedia & Hypermedia (pp.655-660) . Charlottesville, VA: Association for the Advancement of Computing in Education.

Szabo, M., & Schwarz, K. (1997, June) . What do teachers need to incorporate instructional technology into classroom teaching? A survey. Paper presented at the annual meeting of the World Conference on Multimedia and Hypermedia, Calgary, AB.

Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

U. S. Congress, Office technology Assessment. (1995). Teachers and technology: making the connection. Washington, DC: U.S. Government Printing Office.

Table 1. Summary of Findings of Data From TIP Participants Part 1 Impact of TIP^a

N= 148; alpha level of 0.05 for paired t-tests.

Table 2. Summary of Findings of Data From TIP Participants Part 2 Factors Which Influenced the Use of Computers

n= 148