Factors determining the degree of computer implementation: a comparison between the educational systems

Alfons ten Brummelhuis, Albert Tuijnman

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

    Abstract

    Based on the theoretical framework of the Comped study, a hypothesized pathmodel (LISREL) is developed in which important determinants of computer implementation are specified. The purpose of the analyses is to investigate the factors that may explain why some schools are using computers for educative purposes to a greater extent than others. Besides, the results show the interrelatedness of factors that influence computer implementation. The hypothesized model Is tested with data derived from lower secondary schools infive educational systems: Japan, France, The Netherlands, Switzerland and the USA. This paper presents the hypothesized model and the over-identifiedrecursive path model for each of the analysed educational systems.
    Original languageEnglish
    Title of host publicationEuropean Conference on Educational research (ECER92)
    Subtitle of host publicationBook of summaries, University of Twente, the Netherlands, June 22-25, 1992
    EditorsTjeerd Plomp, Jules Pieters, Andries Feteris
    Place of PublicationEnschede
    PublisherUniversity of Twente, Department of Education
    Pages205-205
    Number of pages1
    Volume1
    ISBN (Print)90-365-0534-8
    Publication statusPublished - 22 Jun 1992
    EventEuropean Conference on Educational Research, ECER 1992 - University of Twente, Enschede, Netherlands
    Duration: 22 Jun 199225 Jun 1992

    Conference

    ConferenceEuropean Conference on Educational Research, ECER 1992
    Abbreviated titleECER
    CountryNetherlands
    CityEnschede
    Period22/06/9225/06/92

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