Abstract
Purpose. This study identified factors that influenced K–6 teachers to implement computer usage in their classrooms. Five barrier factors previously identified by the U.S. Office of Technology Assessment (1995): teacher time, access and cost, vision, training and support, and current assessment practices, were used as the basis for this study. In addition the study sought to determine if a number of demographic factors have a significant impact on K–6 teachers' implementation of computer usage in their classrooms. Methodology. The study was primarily descriptive in nature. A questionnaire was utilized to collect data related to the research hypothesis. The population consisted of 320 K–6 teachers in Butte County, California. Frequencies, mean scores, t-tests for paired samples, and ANOVA were used to describe and compare data. Findings. Teachers perceived "vision" to be the most important of the five factors that influenced computer implementation in their classrooms. This was followed in decreasing order by "training and support," "access and cost," "teacher time," and lastly "current assessment practices." Demographic variables related to the five factors include: the number of years taught, skill level, and the number of computers in the classroom. The findings support the hypothesis that if teachers are to implement computer usage in their classrooms, they need to have computers available, but they also need training and support, time to learn and work on computers, and to be held accountable for including computers in their curriculum. Conclusions and recommendations. The most important factor that influenced computer implementation in this study was a strong vision at the district and school levels coupled with teachers' personal vision of including computers as part of their effective teaching. Although a teacher's personal vision appears to be the key to bring about classroom computer implementation, he/she also needs time to change his or her beliefs and teaching practice. Moreover, school districts should supply adequate financial support for computer acquisition, time, and training. Finally, the more barrier factors that are overcome, the more likely computers will be implemented in classrooms.