Factors that influence competent, computer-using teachers' decisions about computer integration

Integrating computers into the curriculum is a complex issue that will not be solved easily. The number of districts that have invested time, effort and money into acquiring hardware, software, and teacher training and then found students assigned the same pre-computer activities or found teachers using the computer as an expensive workbook with no real change in teaching practices are indicators of the complexity of this issue. Leaders in business and government have joined in the call to use technology to restructure teaching and learning in classrooms across the United States. But the traditions of teaching--teacher-centered, product oriented, and school specific activity--may possibly be strong enough to override these efforts. Through observations, this qualitative study looked at the ways competent computer-using teachers provide computer access for their students. Interviews and informal discussions were used to uncover factors that had influenced the teachers' decisions about using computers in the classroom. In addition, interviews were held with the principal, two professors and two district computer consultants to situate the teachers within computer-related activities in the school district. Results of the study indicate that teachers do have to contend with the overt problems created whenever something new is added to the classroom. Included in these problems are teacher training, computer acquisition, and lack of time. In addition, I found that the teachers in my study had to contend with covert factors that were often difficult to determine. These factors include decisions made by administrators that, whether directed toward computer use or not, greatly affect the ease with which teachers are able to involve students in classroom computer activities. In addition to being difficult to distinguish, these covert factors, because of their hidden nature, are difficult to counteract.