Instructional Computing

Abstract

A survey of 3,576 secondary school teachers in the areas of mathematics, science, and business education, half of whom have adopted instructional computing, provides a test for technological versus cultural theories of social change. Using multiple regression analysis, the results demonstrate the necessity of sociological analysis of acceptance and rejection of computer innovations. Individual/occupational factors (training, attitude, experience), work/school factors (grade range, school size), and community factors (community size, distance from central computer) were found to be predictive of adoption of computer technology. These findings demonstrate that when explaining acceptance of new computer techniques it is necessary to go beyond the theory of technological determinism and examine sociocultural determinants.