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The Status of Microcomputers in Oregon Public Schools. a Statewide Survey

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The Status of Microcomputers in Oregon Public Schools. a Statewide Survey DOCUMENT RESUME ED 287 466 IR 012 862 AUTHOR Lamon, William E. TITLE The Status of Microcomputers in Oregon Public Schools. A Statewide Survey. INSTITUTION Oregon Univ., Eugene. Coll. of Education. SPONS AGENCY Oregon State Dept. of Education, Salem. PUB DATE 86 NOTE 74p. PUB TYPE Statistical Data (110) -- Reports - Resiarch/Technical (143) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; *Computer Literacy; Computer Managed Instruction; Educational Facilities; Elementary Secondary Education; Library Administration; Longitudinal Studies; *Microcomputers; Public Schools; School Surveys; State Surveys; Tables (Data) IDENTIFIERS Career Information Systems; *Oregon ABSTRACT This statewide survey (parelleling a 1983 study) was conducted by the Oregon Department of Education in 1935 to assess the status of microcomputer usage and instructional microcomputing in the public schools of the state. A total of 1,181 principals responded to the mailed questionnaire for a response rate of 96% as opposed to 90% in 1983. The information sought was similar to the 1983 survey in requesting data on: the number and types of computers used for instruction; how the microcomputers were being used for each of the most prevailing instructional functions; the number of computer literate teachers; and whether the individual school districts had computer literacy goals. Additional questions addressed: the location of computers in the schools; whether the school had designated a computer coordinator; the types of students receiving instruction in computer literacy; and the percentage of teachers using computers for instruction. Comparisons of the results of the two surveys show: (1) an increase of 132% in the number of computers used for instruction; (2) a significant increase in the number of computers per school; and (3) a shift in the provision of computer literacy instruction from all students in 1983 to, in 1985, those students in grades 7-12 who were taking mathematics or science courses. A comparison of these survey results with the results of the latest national survey of instructional uses of school computers (edited by Henry Becker) concludes tine brief narrative report. Tables displaying the data for the current survey are presented in two appendices which make up the major part of this report. (RP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE STATUS OF MICROCOMPUTERS IN OREGON PUBLIC SCHOOLS A Statewide Survey presented by William E. Lamon College of Education University of Oregon Spring 1986 Printed and distributed by Oregon Department of Education 700 Pringle Parkway SE Salem, OR97310-0290 Verne A. Duncan State Superintendent of Public Instruction 3 Itis the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race,color, sex, marital status, religion,national origin, age or handicap in any educational programs,activities, oremployment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education. 4 0952719861000 Preface The Oregon Department of Education has been pleased to work with the University of Oregon in preparing this analysis of the status of microcomputing in Oregon. As computers have become important in the classrooms of Oregon, we need to follow the changes and know the capabilities and potential for our students. This docu- ment examines what types of equipment are available, how many, how they are used in instruction, which students have access to them, and what kind of coordination there is for the schools' computer programs. Oregon has been an educational leader in many ways, including instructional computing. More than a decade ago the Oregon Council for Computers in Education (OCCE) was so active that edu- cators in Washington and Idaho expanded the membership and the OCCE became NCCE, the Northwest Council for Computer Education. At the same time that the name was changed, another portion of the OCCE became the ICCE, International Council for Computers in Education. The ICCE copyright policy is the one most widely adopted by schools worldwide. The tradition of Oregon teachers being innovative is a strong one. For further information contact Jim Sanner, Specialist, Instruc- tional Technology, 378-6405. Verne Duncan State Superintendent of Public Instruction 5 The Status of Microcomputers in Oregon Public Schools INTRODUCTION In the fall of 1983 the Oregon Department of Education conducted a survey to assess the status of microcomputer usage and instructional microcomputing in the public schools of the state. During the fall of 1985 a second statewide survey was conducted and while paralleling the first one, a few more ques- tions were added to the questionnaire to obtain additional information related to: 1. The location of the school; 2. The designation of a computer coordinator in the school; and 3. The percentage of teachers who used computers for instruction. Both of these surveys were accomplished by means of mailed questionnaires to the principal and based on a probability sample of 1,116 and 1,181 public schools, representing respectively a statewide response rate of 90 percent in 1983 and 96 percent in 1985. The information provided was forwarded to the Department of Education by the principal, the primary-using teacher or the microcomputer coordinator in the school. Without their interest this survey would not have been possible, and the appreciation for their effort by the Department of Education cannot be overstated. THE SURVEY In 1983, approximately 431,300 children/students were enrolled in 1,233 pub- lic schools grades K-12, compared to 1985 in which 1,228 schools had a popu- lation of 431,184 pupils. Of all of these schools only 80 (6.7 percent) in 1983 and 43 in 1985 (4 percent) reported that they had NO computers for instructional purposes. On October 1, 1983, the number of microcomputers in the Oregon public schools totaled 6,259, in sharp contrast to October 1, 1985, where 14,554 computers were reported in use for instructional purposes, an increase of 132 percent. In other words, the average number of micros per school in the State of Oregon has grown from approximately 5 microcomputers in 1983 (e.g., one computer for +/- 68 students) to approximately 12 computers (e.g., one computer for +/- 29 students) per school in 1985, a significant increase for a period of two years. Figure 1 on the following page presents the type and number of microcomputers used for instruction at schools irrespective of type (i.e., high school, junior high, elementary, etc.). *Data collected by Oregon Department of Education, James Sanner, Instructional Technology Specialist. 1 6 Figure 1 MOO AND TYPE OF COMPUTERS FALL 1903Menuices 9000 - 0000 N U 7000 6000 5000 4000 3000 mom 2000 1000 0 APPLE RADIO SNACK WWI FALL 1983 FALL 1905 In addition to the type and number of computers used for instruction, survey respondents were asked to report how their school's microcomputers were being used for each of the most prevailing instructional functions. Figure 2 below displays these responses to six categories. Figure 2 PMCEPIT AND TYPE OF INSTRUCTION 100 FOR FALL noes AND FALL 1905 90 P C N SO T .30 21: EFIli111( 0 LITERACY UMW. PROWL CM CAI CIS FALL 1983 FALL 1905 Apart from using microcomputers for Library Management (LIB) and Career Information Systems (CIS), general computer literacy is the most prevailing activity, while Computer Assisted Instruction (CAI) leads computer program- ming (PROGM) as the most common application of microcomputer technology. Because many schools identify their instructional modalities in reference to 2 the type of students they serve (e.g., learning disabled, gifted, etc.), this survey attempted to find out who among the students' population received com- puter literacy instruction. Figures 3-6 present, by grade level, the percent of schools which reported giving such instruction to all their students, to their talented and gifted (TAG) only, or to their students while receiving mathematics and science instruction. Of interest here is the fact that in 1983, computer literacy was provided to ALL STUDENTS, irrespective of grade level, while in 1985 this majority shifted in the 7-12 grades to those stu- dents who were taking mathematics or science. Figure 3 Figure 4 NACU K-3 GRADES 4-6 STUDENT'S RECIE010 STUDENT'S RECIEVINO 100 100 connateLITERACY COMPUTER LITERACY 90 0 P 00 70 70 C 60 C 60 E so SO 40 T 40 30 30 20 20 10 10 0 0 FALL 1903 FALL 1903 FALL 1903 FALL 1903 I TAO OILY MATH/SCIENCE WILY 0 ALL STUDENTS I I TAO ONLY eKnosculexONLY O ALLarmors I Figure 5 Figure 6 GRADES 7-9 GRADES 10-12 STUOarrsINCIEVIN3 STUDENTS RECIEViN0 100 COMPUTER LITERACY COMPUTER LITERACY 10090T 90 eo 00 70 70 C 60 C 60 E 30 E SO N 40 40 T T 30 30 20 20 10 I0 0 0 FALL i91:13 FALL 1905 FALL INS FALL. 1905 TAO ONLY MATIUSCIENCE ONLY 0 ALL STUDENTS TAOam.v MATH/01010E ONLY 0 ALL STUDENTS I 8 3 rr From 1983 to 1985 there was a significant increase in the percentage of teachers who were computer literate: 30 percent in 1983 versus 59 percent in 1985. Although these figures represent a 29 percent increase over a period of two years, only 43 percent of the teachers who taught at schools with microcomputers reported that they used microcomputers in instruction. Because many educators believe that the location of microcomputers in a school determines to a large extent their use, this survey tried to ascer- tain the most common locations. Nationally, a survey conducted by Or. Henry Jay Becker of the Center for Social Organization of Schools, the John Hopkins University, found that given the relatively small number of computers for a large student body in most instances, schools have made a variety of decisions about their physical location.
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