Influencing local computer technology policy via a K-12/University Collaboration

Abstract This article discusses a district-wide study conducted in collaboration with local officials and researchers from a nearby university. The goals of the study were collaboratively derived by university and representatives of K-12 education (i.e. from kindergarten to completing compulsory education) and included: (1) determining how teachers in the district were using computers in instruction, (2) determining factors that influenced these uses and (3) developing a local policy agenda from the results of the study. Survey methodology was implemented using Dillman's (1978) Total Design Method and a 92% response rate was obtained. The study suggests that teachers are primarily using computers for drill and practice or as rewards for completing work, that teachers lack confidence in meeting many of the state technology standards and that teachers are not satisfied with the support they receive. The study also suggests that systemic teacher preparation efforts focused on developing teachers' instructional computer efficacy with multiple applications, coupled with efforts to improve districtwide support, may enable this district to facilitate effective instructional computer use. Local consequences and the broader significance of the study are discussed.