Integration of IT into the school curricula: perceptions of kindergarden to highschool (K-12) teachers

Authors:
Conrad Shayo;Lorne Olfman;Ruth Guthrie
Affiliations:
California State University, San Bernardino, 5500 University Parkway, San Bernardino, CA;Information Sciences Department, Claremont Graduate University, 130 East Ninth Street, Claremont, CA;College of Business Administration, California State Polytechnic University, Pomona, 3801 West Temple Ave Pomona, CA
Venue:
SIGCPR '00 Proceedings of the 2000 ACM SIGCPR conference on Computer personnel research
Year:
2000

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Abstract

Computer use in schools is still low compared to use in other sectors of the economy. Recent surveys have found that even in schools on the leading edge in computer use, slightly less than half (42%) of the teachers use computers for instruction. This pilot study investigates the perceptions of K-12 teachers with respect to the integration of computers into the school curricula. The study is important given the recent efforts by federal, state and local governments to stimulate the use of computers in schools. A total of 1280 teachers from a South Western USA school district participated in the survey. Preliminary analyses show that causes of non-integration of computers in the school curricula are not solely determined by individual or software characteristics but the result of interaction between individual, software, and school environment characteristics. The findings confirm interactionist theories of resistance of change.