The perceptions of school principals regarding the utilization of microcomputers in Australian Seventh-day Adventist secondary schools

Problem: The problem confronting Seventh-day Adventist schools was the need for knowledgeable implementation of computer-based education. Factors which enhanced or limited plans for computer utilization were not clearly understood.

Method: The purpose of this study was to determine the extent and nature of computer utilization in Australian Seventh-day Adventist secondary schools. An additional purpose was to determine the factors which principals perceived to affect their plans for computers in education. A questionnaire was administered to all twenty-one principals of Australian Adventist high schools.

Results: Computers were found to be in service in eighteen of the nineteen responding schools. The number of computers in a school ranged from a single unit to a maximum of twenty. Factors which increased plans by principals for educational computing included principals’ personal experiences; contact with representatives of commercial organizations; teachers’ and students’ attitudes towards computers; and parental support for computer education. Factors which limited principals’ plans for computer utilization included the existing availability of suitable software and the existing level of funding for computer education. Lack of hardware standardization within the Seventh-day Adventist school system and the lack of suitable Bible courseware were mildly limiting factors. There was a significant relationship between the strong use of computers across the curriculum and input from parents regarding computer education. There was also a significant relationship between cooperation with other secondary schools, colleges, and universities, and strong use of computers across the curriculum. More extensive and appropriate inservice teacher training, the provision of greater funding, and the development of more curriculum-based software were perceived by principals as important needs. Roles for state and federal government agencies were seen to exist in the support of software development suited to the particular curricular needs.

Conclusions: Principal attitudes regarding computer use in education ranged from cautious optimism to enthusiasm. The majority of teachers were perceived as positive regarding the opportunity to use computers, though some were believed to feel intimidated by the new technology. Computers were perceived by principals as enhancing the instructional role of teachers; they were regarded as tools to assist rather than replace teachers. There was very little interaction between schools within the system in regard to computer use, and almost no use of telecommunication. There was little reported use of applications software either in administration or in classrooms.

Availability:
Free
Publication Date:
1986
Author:
Brian L Robinson
Order Information:
Full-text not available online. ANDREWS UNIVERSITY LIBRARY G.S. Th. R658
Language:
English
Resource Type:
Unpublished Plans & Papers
Resource Objective:
Research
Level:
Kindergarten-Grade 12
Audience:
Administrator / Leader, Teacher / Faculty, Researcher
Religious Origin:
Seventh-day Adventist