25-08-2017, 09:32 PM
THE INTEGRATION OF COMPUTER USE IN EDUCATION
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Abstract
There is an increasing awareness that disappointing experiences with the introduction of
computers in education are a consequence of insufficiently taking into account factors that
are crucial when introducing change in educational settings. Many of the problems in the
literature show great similarity with the kind of problems often experienced in curriculum
implementation. In this context the endeavors to make computer use an integrated part of
classroom activities are analyzed. Emphasis will be laid on the interaction between teachers
and courseware; elements for a more effective strategy for the integration of computer use
in educational practice will be presented
INTRODUCTION
Despite many national and local initiatives, examples of successful computer use in
classroom practice are still relatively rare. In many countries the number of computers
in schools has considerably increased in recent years. However, little progress has been
made: still few teachers are actual users; software use is often restricted to drill and
practice type; the alignment with the curriculum pattern is poor. Research results (of
both surveys and case studies) from many countries point to the conclusion that there
is still a long way ahead before computer use will be effectively integrated in most
classrooms (see e.g. Becker, 1986; Office of Technology Assessment [OTA], 1988, for
the USA;, Chomienne, 1988; Olson & Eaton, 1986, for Canada; Cox, 1987, for the U.K.;
Inspectorate, 1986; Plomp & Van den Akker, 1988, for the Netherlands).
An Overview of Factors Affecting Implementation
_ Drawing upon the work of Fullan (1982) and of Van Velzen, Miles, Ekholm,
Hameyer, and Robin (1985), we propose a framework for discussing factors influencing
the implementation of innovations in the educational practice by distinguishing four
categories of variables:
- national (and/or state and/or district) context;
- characteristics of the school (organization);
- external support;
- characteristics of the innovation itself.
National Context
Still little empirical research is done about the impact of variables in the national
(state/district) context on the actual use of computers in the school practice. Descriptions
of national policies on information technology in many countries are available (e.g.
Beishuizen, Tobin & Weston, 1988), but focused research efforts in this area are hard
to find. Broad attention for policy variables is given by Fullan et al. (1987) in their
study on the implementation of the new information technology in Ontario schools.
Apart from obvious tasks as investing in hardware, software development, research,
teacher training and the like, policy makers should also play a stimulating role in the
planning and co-ordination of implementation activities. Proclamation of new aims for
the educational system and encouragement “from above” for initiatives and activities
in the field can be helpful for the many participants in the innovation.
School Organization
The influence of the school organization on the implementation of computer use has
been studied more frequently. The results usually confirm the findings from the more
general innovation literature.
Encouragement and support from school administrators and principals are of vital
importance (Carmichael, Burnett, Higginson, Moore, & Pollard, 198.5; Cox, Rhodes, &
Hall, 1988; Fullan et al., 1987). Help from principals is especially necessary in providing
for facilities for training, the purchase of hardware and software, the rearrangement of
timetables and other organizational measures.
Also conducive to the implementation process is a positive school climate where
teachers give mutual support by exchanging ideas and experiences and by providing
feedback (Carmichael et al., 1985; Cox, 1987; Inspectorate, 1986).