Abstract
Purpose. The purpose of this study was to determine if teachers could be grouped by their Stage of Concern (SoC) about computers. This study examined if there were a difference between groups of teachers with regards to their SoC and what they described to be effective staff development and support activities. In addition, the study examined any differences that might exist as a result of the impact of demographic variables on teacher perceptions of effective staff development and support strategies. Methodology. A survey was distributed to the entire classroom teacher population of nine schools located in six school districts throughout California. The criteria for a school to be a part of the sample population included the recommendation of the local director of the Model Technology Schools project and the following: (1) the sites did not receive financial support through the Model Technology Schools project, (2) they had computer-based technology in their schools for at least three years, and (3) they had made this equipment available to at least seventy-five percent of their instructional staff. One hundred, forty-five teachers responded to the questionnaire. The data collected were analyzed through the use of descriptive statistics, the Pearson product-moment correlation coefficient, the two-tailed independent t-test, and cross tabulations of the relationships. Findings and conclusions. This study found that the study group could be categorized into SoC about computers. There were differences between groups of teachers with regards to their SoC and what they described to be effective staff development and support activities. There were also differences between the teachers with regards to the demographics variables. The findings revealed that teachers, regardless of SoC or demographic variable, want access to computers in their classrooms and in their homes. Recommendations. Teachers need to be allowed access to computers both at home and in the classrooms. Administrators and staff development support personnel should analyze the SoC of any group of teachers before planning staff development activities and involve teachers in the planning process. Staff development, like change, is a process that must be nurtured as it evolves over time.