The relation between problem areas and stages of computer implementation

A.C.A. ten Brummelhuis, T. Plomp

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Using data from an international comparative study on the use of new technologies in education in about 22 countries, an assessment of the relation between problem areas and stages of computer implementation was undertaken. The study--"Computers in Education" (COMPED)--has been conducted since 1987 by the International Association for the Evaluation of Educational Achievement (IEA). The COMPED assesses national policies regarding the goals of computer education and the actual use of computers, school plans and implementation of plans, experiences and opinions of teachers, and the effect of innovations at the student level. National policy, school policy, and teacher questionnaires are used to collect data on both elementary and secondary educational levels. Exploratory and contrast analyses were performed on study data. Results indicate that the most important problems of computer users are, at the same time, the most important reasons given by non-users for non-use. The problems with implementing computer technology in education, experienced by principals, computer coordinators, and teachers, are related to conditional factors, such as lack of hardware, software, knowledge, and time. The most important differences between schools with low and high levels of computer use are associated with organizational problems. Six tables are included. (TJH)
Original languageUndefined
Number of pages22
Publication statusPublished - Apr 1991
EventAERA Annual Meeting 1991 - Chicago, IL, USA, Chicago, United States
Duration: 3 Apr 19917 Apr 1991


ConferenceAERA Annual Meeting 1991
Abbreviated titleAERA
Country/TerritoryUnited States
Other3-8 April 1991


  • IR-96171

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