Abstract
Purpose. The purpose of this study was to examine those critical change factors which either facilitated or restrained the implementation of information technologies into selected California School Systems. Methodology. The study surveyed the change processes used by thirty-seven California school districts in their application for funding in the 1986 Model Schools Technology Project. A survey questionnaire, based on Harvey's 20-step change model, was mailed to the contact person listed on each Level I and Level II project application. Comparison of change process utilization between the funded and nonfunded projects (I and II) was examined through use of descriptive techniques, including the t test, chi square, and other nonparametric and multivariate procedures. Findings and conclusions. Five research questions were posed to study the change process used by the two groups. The findings are listed as follows: (1) Both groups reported the presence of change supporters in addition to change mandators, the changes' belief in their ability to make change, and the positive consequences of the change outweighed the negative consequences; (2) some factors were not as important to the change process, including identification of reasons for resistance; (3) change was an accepted practice within the organization, and the stress created was positive; (4) both groups stated the need for establishing a reasonable timeframe for change implementation; (5) both groups stated the evidence for need of some kind of change; (6) both groups showed the changes and the changers being involved with change definition and change planning; and (7) the nonfunded group had a significantly higher rating on the factor regarding there being a large advocacy base for making the change. Recommendations. The issues of project readiness, alignment to change model, and the establishment of a culture receptive to planned change are important. The recognition of resistors, and their reasons for resistance, is important to project success, as well as a reasonable timeframe. Further research should be undertaken in the areas of: case studies on unsuccessful projects in the application process; investigation in the area of matching technologies to an identified delivery need in the classroom; an intensified look at the change model components of evaluation/monitoring; and studies should be undertaken in district training programs, for the purposes of organizational development and readiness for change.