A Study of The Impact of
A School District Computer Technology Program
On Adoption Of Educational Technology
Michael Szabo, Ph.D. University of Alberta
Catherine Suen, Edmonton Public School District
© 1998 Michael Szabo, Catherine Suen, All Rights Reserved
The purpose of this research was to assess the impact of a school district technology initiative on the adoption of computer technology as an innovation for teaching and learning. A review of the literature suggests that instructional technology is not widely implemented in the educational setting. The Board of Trustees of a large school board in Western Canada operated a district Technology Incentive Program (TIP) from 1996 to 1999. This research project assessed the impact of the first year of TIP on 230 teachers. The data for this study were collected through quantitative and qualitative methodologies. The results showed that there was an increase in TIP participants' perception of the level of expertise in using a computer and usage of computers for teaching and non-teaching purposes. Results were discussed in terms of theories of change and innovation. Recommendations for future research were included.
Introduction
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), Schwarz (1996), 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.
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.
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.
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 ofthe first year of the TIP could be examined in detail.
The sub-questions addressed the following issues (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.
Review of the Literature
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.
Data was mainly gathered from a survey for an ex post facto study. Ex post facto studies or after-the-fact natural experiments are defined by Krathwohl (1993) as ". . . studies in which the data are assembled after the presumed cause and effect occurred in an attempt to demonstrate a causal relationship" (p. 728).
To add depth of understanding to the study, seven subjects were also interviewed. Findings from both quantitative and qualitative data are reported.
The target population for this study consisted of teachers who were novice-users of computer technology and who would volunteer to participate in programs similar to the TIP. The accessible population comprised the following people: (a) teachers who participated in the TIP in a large school district in Western Canada, between July, 1996 to June, 1997 and (b) teachers who applied for the program but were not selected for the TIP (non-TIP teachers) for the same period.
Sample of Study
The 148 (64%) TIP teachers and the 20 (14%) non-TIP teachers who responded to the survey for the research formed the sample group. Seven TIP participants were chosen as a haphazard volunteer sample. The interviewees were selected on the basis of the grade levels they taught. Two senior high, two junior high and three elementary teachers were chosen for the interviews with the aim of trying to gain an insight into the impact of the TIP at the different grade levels.
Hypotheses
It is hypothesized that teachers of the TIP will exhibit a difference, when comparing the periods 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 will exhibit a difference, when comparing the period before July, 1996 to the time of the research project in March, 1998, 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.
The Technology Incentive Program
In July, 1996, a large school board in Western Canada approved $753,000 to start a TIP whereby 230 teachers were given a computer for their personal use for one year and approximately three weeks of training in its use. The funding was being used to sustain the project for three years, f rom 1996 to 1999.
The TIP was initiated, planned and promoted by the district which organized the instructional program and personnel, and supplied the computer systems. Teachers of the district were informed about the TIP and teachers who were novice users of computer technology were asked to volunteer for the program. The teachers who volunteered for the program were asked to contribute the time to learn the basics of a new computer platform in a two-week summer session, as well as four Saturday sessions. Since funding was limited, 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) learning about the operating systems of either Windows 95 or Macintosh system 7.5, (c) learning how to use word processing software, using either MS Word or ClarisWorks; (d) learning about presentation through MS PowerPoint or Claris Works, (e) learning about CD-ROM resources such as Encarta and Canadian Encyclopedia, and (f) learning about 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).
Response Summary
Five TIP teachers were not accessible for the survey since two of them moved out of the province and three were on leave of absence. Of the 150 surveys returned by the TIP teachers, 148 of them (64%) were usable for data analysis. Of the 21 surveys returned by non-TIP teachers, 20 of them (14%) were usable for data analysis.
t Tests
After data were collected from the sample group, they were analyzed using SPSS and the impact of the TIP was explored through descriptive data. With the alpha level set at 0.05, the comparison of the following data were obtained by using paired t tests on:
1. the level of expertise with regard to computer technology the TIP participants perceived they had, before and after the TIP training.
2. the number of hours the TIP participants used computers, for teaching and non-teaching purposes, before and after the TIP training.
The same procedure used for the TIP participants as described above were used for the non-TIP teachers. A comparison of the TIP and non-TIP teachers was not made since sample from the non-TIP teachers was too small and the validity of the small sample is seriously questioned.
Presentation of findings: Survey of TIP Participants
The total number of usable survey was 148, which was 64% of the TIP teachers. 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 summary of TIP findings is presented in the following three tables: Results of findings from Tip participants; Factors which influenced TIP participants; and Factors which influenced use of computers.
Table 1. Summary of Findings of Data From TIP Participants Part 1 Impact of TIPa
Impact of TIP on: |
Summary Findings |
| Perception of skill and knowledge. b | Significant increase t (147)= 31.6, p= < .05 |
| Usage for ‘Teaching Purposes’ b | Significant increase t (146)= 12.0, p= < .05 |
| Usage for ‘Non-teaching Purposes’ b | Significant increase t (144)= 9.0, p= < .05 |
| TIP Teachers’ Computer Related activities | 61%
attended in-services on computer technology 64% read articles, journals or magazines 26% attended conferences related to computers 34% used computer to inservice staff |
| TIP Computer On-loan for One Year | 68%
perceived having received a computer for a year to be a factor for their considerable increased use of computers. |
| TIP Participants’ Purchase of Computer as Result of TIP | 41%
purchased a computer after TIP training 30% perceived TIP to be the major influence for the purchase. |
| Teachers’ Attitude Towards Computers | 96% more
confident with using a computer 91% more confident in using word processing 60% more confident for lesson planning 50% felt more confident in using a computer for delivering instruction. 89% more favorable attitude 94% more proficient 89% agreed that computer should be used for teaching and learning 85% disagreed that "computer technology is just a fad" 92% agreed computers enhance learning. |
| Use of Internet and Multimedia Software | 39%
reported considerable increased use of Internet 30% considerable increase in using clip art and graphics 24% considerable increase in desk top publishing with graphics. |
| Use of Computer applications (transferring data between applications, spreadsheet, data base) | Not much impact. The considerable increase in each of the three application programs did not exceed 17%. |
| Use of Word Processing and Integration of Computer With Content Areas | 50% of
respondents reported considerable increased use of Word Processing after training. 23 % considerable increase in Integration with content area. |
a N= 148
b Comparison of data before and after TIP was done using paired t-tests with alpha level set at 0.05
Table 2. Summary of Findings of Data From TIP Participants Part 2 Factors Which Influenced the Use of Computers
Factors which influenced Computer Usage |
Summary Findings |
| Influence of TIP and Non-TIP factors | 81% agreed
or strongly agreed there were other factors (than TIP) which influenced uses of computers. 59% agreed or strongly agreed they were using computers more at work as result of factors other than TIP. 84% agreed or strongly agreed that they were using computers more as a result of both TIP and other factors. a |
| Influence of TIP | 46% of 131
teachers identified the TIP computer on loan to them as one of the factors which increased computer usage as a result of TIP. b 31% of the 131 teachers cited confidence in ability to handle and use a computer as another reason for the increase use of computer after having received training from TIP. b |
Other factors which influenced the increase of computer usage |
|
| Influence of non-TIP Factors | 20% of the
120 teachers who responded identified necessity to learn to use computers for report card purposes and needs of students as a reason for the increase use of computers. c 17 % of the 120 respondents cited support from people as another reason for the increase use of computers. c 16% of the 120 teachers who responded reported that having access to computers in school or classroom to be another reason for the increase use of computers. c |
a n= 148
b n= 131 Source of data derived from teachers who responded to open-ended questions.
c n=120 Source of data derived from teachers who responded to open-ended questions.
Table 3. Summary of Findings of Data From TIP Participants Part 3 Factors Which Influenced the Use of Computers
What Teachers Required For Increase Use of Computers With Students |
Summary Findings |
| People support required by teachers | 64% need
assistance from other teachers. 77% require opportunities to work with colleagues. 82% require help in hands- on training. 55% require being shown how to use computers. 86% require continuous training to gain confidence in usage. 89% require time to acquire computer skills. |
| Support required for application of technology in classroom | 85%
require more curriculum-specific software. 77% require access to class sets of software. 66% require more teacher input into decisions (20% undecided). 85% require help in incorporating computers into the curriculum. |
| Access to hardware, technical support | 84%
require access to hardware for themselves. 87% require access to hardware for students. 81% require someone in the school to help in the maintenance of networking of computers. 82% require access to technical and on-site help. |
| Requirement for training strategies | 81% of
teachers require special training to organize and use strategies for integrating curriculum and computer technology. 88% require training in teaching approaches to integrate computer technology. |
| School and administrative support required by teacher | 55% of the
teachers perceived they need more school and administrative support. 65% required easier scheduling of facilities. |
a N=148
Discussion of Results for TIP Participants
Results of t Tests on Level of Expertise and Computer usage
Attitude and Confidence in Computer Usage
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.
Impact of TIP Training Program and Interest in Computer-related Activities
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.
Factors of Usage (Other Than TIP)
When asked about influential factors other than the TIP, the TIP participants identified a necessity to learn to use computers for report card purposes and needs of students as one of the reasons for the increased use of computers. They also identified help from family, colleagues and friends and having access to computers in school or classroom to be other factors for their increased use of computers.
Perceived Needs of Teachers
Summation of Discussion of Quantitative Data from TIP Participants
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.
Summation of Discussion of Findings From Interview Data
It was obvious from the interviews that the interviewees had different reasons for their participation in the TIP. However, it was also clear that, overcoming of the fear of technology and the change to a positive attitude towards using technology, were some of the significant impacts of the TIP. The TIP had significant impact on teachers’ usage of computers and on changing the attitudes of teachers towards the usage of computers as educational tools. 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 (Tyack & Cuban, 1995).
Discussion of Results of Non-TIP Group
The following discussion of results refer to the comparison of results between two time periods perceived and rated by non-TIP group: the period prior to July, 1996 and the period at the time of the survey (March, 1998). Non-TIP teachers seemed to have made significant increases in knowledge and skill in using a computer as well as in computer usage for teaching purposes. They seemed to have gained more confidence in using computer technology. They also seemed to have 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 and data base.
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.
Summation of Discussion of Findings of Data From Non-TIP Teachers
Since the non-TIP group originally volunteered for participation in TIP, their motivation to adopt computers as an innovation might well be as high as the TIP participants. The popularity of the Internet, which reached new heights about two years ago, might have been a catalyst in causing the non-TIP teachers to try to learn more about computers on their own, without the benefit of a formal training program such as the TIP. 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 having to adopt computer technology as an innovation to be incorporated in their classrooms.
All the above mentioned factors combine to suggest why the non-TIP group seemed to have gained confidence in skill and knowledge in their ability to use the computer and have shown a tendency to adopt computer technology as an innovation for teaching and learning.
Conclusion, Recommendations & Further Studies
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 In, 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. Suggestions for further studies include:
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.
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