| Summary: | The purpose of this study was to discover how the single classroom computer is
being used by elementary school teachers with their students in one school
district in British Columbia. Questionnaires were completed by 89 respondents,
resulting in a response rate of 71%. In-depth interviews were conducted on a
sample of 16 of those respondents. Some of the variables investigated included
the personal background and data of teachers, the hardware and software details
of their single classroom computer, how they integrated the computer into the
curriculum, student computer use and factors impacting the use of the computer.
The study found that single classroom computers are being used for a variety of
purposes. Games and word processing were reported to be used most frequently
in the classroom. Teachers also identified a number of factors that affected the
use of the computer. Those factors included issues of time, adequate and reliable
hardware and software and training needs. The conceptual framework on which
the study's findings were examined was Fullan's (1991, 1992) theory of
curriculum implementation and change. Fullan's factors of clarity, complexity,
quality/practicality and need were considered in interpreting the results of this
study. The findings in the present study were consistent with Fullan's contention
that change is multidimensional and difficult to implement. The data suggest that
the single classroom computer at the elementary school level faces a number of
challenges to its implementation. Finding the time and opportunities to learn
about their classroom computers, as well as gaining access to upgraded
hardware and current software are among the challenges teachers face in their
efforts to implement the single classroom computer. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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