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ED. 210034 IR.009 644 .) AUTHOR Sheingold, Karen:And Others TITLE Study of Isu,Es Related to Imi4ementation of Computer Technology I Schools

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ED. 210034 IR.009 644 .) AUTHOR Sheingold, Karen:And Others TITLE Study of Isu,Es Related to Imi4ementation of Computer Technology I Schools DOCUMENT RESUME ED. 210034 IR.009 644 .) AUTHOR Sheingold, Karen:And Others TITLE Study of Isu,es Related to Imi4ementation of Computer Technology i Schools. Final Report. INSTITUTION Bank Street oll.of Education, New York, N.Y. SPONS AGENCY : Nationaf'Inst. of Education (DHEW), Washington,w. D.C. PUB' DATEa Jul 81 , CONTRACT 400-80-0023 NOTE 141p.; Children's Electronic Laboratory Memo No. 2. ' EDR7S, PPICE MF01/Pe66 Plus Postage. DESCRIPTORS Case Studies; *Computet Oriented Programs; Computer Programs; Decision Making; Elementary Secondary . Education: *Microcomputers; Needs Assessment; Outcomes of Education; Questionnaires; *Research Needs; *School Districts; Teacher Education ABSTRACT The study reported here was conducteditorder to discover and identify ways in which microcomputers ape now being used in schools, and nd the 'complex issues which surround their implemefftation. The purpose of the study was to assist the National Insti-tute of Education is setting priorities for research in the area of new technology and education.vThree geographically distinct school districts With a diversity of microcomputerapplications at both e).emen4ary and secondary levels were. studied.A. research team interviewed people, at all levers of the school system, and observed students using microcomputers inavariety of contexts. Six trends .emerged from' the study which raise important questions for future research: (1) differential acCess,.to microcomputers, (2)the' emergence of new roles in response to microcomputers,(3) the lack of i7,tegration of microcomputers into elementary classrooms and curriculum, (4) the inadequate quantity and quality. of software,(5f the inadequate preparation of teachails for tiding microcomputers, and (6) lack of knowledge of effects and outcome's. Sixty-nine references .4'vuare appended. (Author/LLa) r 4 , *******,*******************************************************;o******** '* Reproductions supplied by EDRS are-the best that can be made * ** frop the original document. *. ****************\*********************.*****#!******************144*******. 4 STUDYOF'ISSUES RELATED. TO IMPLEMENTATION OP COMPUTER TECHNOLOGY IN SCHOOLS U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAt. RESOURCES INFO !NATION CENTER [ERIC) ItisThrs document has been reorOduC as received from the person or orgamzaroon . 0091na0fig Minor changes have tken made to improve reproduction quality Points of,ver or spoons stated in thts.docu mem orhd't necessary represent 00IMCkli foE POS0 On 0, pos.'s Final Report' July, 1981 Karen Sheingold, Janet Kane,'Mari Endreweit, Karen Billings Bank Street College of_ Education 4 S q r This research wassupported by the Natzo, a1 Institute of Education (Contract #400-800023). ''.._.z.. 1 it ` mb , 1... C.h. 4 1) st Childrep's ElectroniO LaboratorS, MemoNo. 2 14Z 1. 2 PREFACE The study reportedhere was conducted in order to discover and identify ways it whichmicrocomputers are now being used in schools, an the complex issues whichsurround their implementation.' The purpose of the studywas to assist the National Institute of Education in setting priorities for research in the area of new technology and education. Because our goals were to discover problems and issues, rather than to conduct a systematic survey, we used case study methpd0.ogy. We selected three different school systemswhich were usingmicrocomputers in elementary and secondary schools and looked carefully at what was happening at each site. Our researchers came to the project with variedpoints of view, and the participantsp we interviewed had differing perspectives on microcomputer activities in their school systems. In the pages that follow we have dedcribedwhat we saw and were told at.each site, as well as the issues that emerged as being most salient. Our study was descriptive, not evaluative. We reported the positive effects whichparticipants told us about aswell as the preblemswhich were part of implementation at each site. We did not attempt to compare sites with each other by some standard of success or achievement. Just, what such the ,varied forms of . a standard might be, given implementation we observed, is in itself a verb" difficult question.. In the , This report is organized into five chapters. introduction, literature is reviewedwhich serves as a background fo,\--the design and methods of the study. Chapters two through fdur constitute the three case studies. Chapter five is a. discussion o the trends, problems and, issues which emerged as most salient from this research. Although a draft ofPeach case study has been reviewed by participants at the respective site, we, the authors, take full responsibility for what is presentedhere. We would like tothank all of the people at our sites and pilot sites who gave so generously of their time. Kenneth C. Laudon provided a critical reading of this manuscript andhelped as tomaintain a sociological perspective throughout the fesearch. Laura 'Bryant's' careful work turned a 'multitude of notes and scribbles into a readable , manuscript., . i. TABLE OF CONTENT- Pago ABSTRACT 1` CHAPTER ONE: INTRODUCTION Background Literatute 3 Research Design Ovetview 13 - Site Selection and Sampling 13 Data Conection, d 15, Analyzing, Synthesizing and Reporting the Data 19 CHAPTER.TWO: SALERNO 21 Introduction 21 History and CUrrent Organization of Computing in the District , 26 Primary Level 28 Secondary Level: Middle Schools 31i Secondary Level: High School 36 District Level i 37 Issues from Salerno 39 Update 41 CHAPTER THREE: GRANITE 42 - .Introduction 42 . History and Current Organization of ,, Computing in the District . 46, Elementary Level 0 47 Secondary Level: Junior High e 51 Secondary Level: Senior High 53 District Level 57 . Issues from Granite 59 , 60 Update , 61 Granite Suburbs' . .4 Introduction 61 Lynville Public Schools 62 Harrison Public Schools 67 Forest Hills .Public Schools 7'3 CHAPTER POUR: GREENVIEW 76 a 1: ' 76 IntrOduction P History and Current Organization of Of Computing in the District 79 Elementary Level ... el Secondary Level 89 District Level 95 , 97 Issues frOm Greenview 4 Update '98, 4 ..- 100 CHAPTER 'FIVE/: CONCLUSIONS REFERENCES 11 APPENDIX \A: INTERVIEW GUIDES APPENDIX B: CLASSROOM OtSERVATION rt ABSTRACT This exploratory, multidisciplinary study identifies a research agenda for the 'educational implementation and impact ofmicroprotessing technology. Sociological research on the impact of computers in organizations suggests a rich set of implications to explore, the central one being that .implementation and impact occur within sociai and political contexts. Individuals and groups who use technology, plan for'''Ats use, and evaluate it powerfully shapeits effects. - , The organizational levelsip an educational. system community, school/classroom, and individual teachers and students - provide the structure for investigating the issues which folloW from the sociological, psychological, educational and technological perspectives which inform this study. Wee geographically distinct school districts with a diversity of microcomputer applications at'both elementary and secondary levels were studied.1 A research team interviewed people at/all levels of 'the school system-Tdistrict administrators, school administrators, computer resouce personnel, media specialists, teachers. students, and community persons. Students were observed using microcomputers in a variety of contexts. In general, school systems used microcomputers in ways consistentwith their own goals, needs and ways of operating. In Salerno, a large'southern city, authority and resourceswere centralized. The school district is eager to improve students'.scores on basic skills, and the microcomputer is ',one way to further that goal. The district itselfhas developed a comprehensivebasic skills mathematics package- for students who are below grade level .in grades one through eight. In most schools, students use micros in a resource room on an individual basis. In Granite, a midwestern city school district, some resources and authority are centralized, but actual use, of 'microcomputers and decisions about us4 aremade within eaCh. school. A state organization 'coordinates and facilitates instructional computing at all levelsof education. While there is broad commitment to computer literacy, teachers themselv decide how to use computerswith their students. 1 of uses of ' , At the e mentary level, there is a wide range micros, ;guile at the secondary level micros are generally part of math and business courses. ' 4 . In Greenview, a small suburban community in the.northeaser decision-making aboutmicrocomputers is primarily at "the grass roots' level, with central administrators providing support andencouragement. Inmany schools teacher buffs have emerged teachers knowledgeable and enthusiastic abou't to involve others in using .microcomputers who are eager %., 5 "N. 2: their use. Micros are used for many purposes at he ementary level, and primarly for literacy and programming the secondary level. Six rends emergedwhich raise importa t questions*.for futp e research: 'These are: (1) dlffential access to microcomputers,(2) the emergence of new, roles in response to microcomputers, (3) the lack , of integration of microcomputers into elementary classrooms and curriculum, (4) the inadequatequantity,andquality of software, .(5) the inadequate preparation o'f teachers for using microcomputers, and (6) lack oE knowledge of effects and, outcomes. , 't "ti 0-0 S 3. 1) . CHAPTER ONE INTRODUCTION
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