UBC Theses and Dissertations
How elementary school teachers use computers with their students in the one-computer classroom Phillips, Patricia Anne
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.
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