The focus of this research was to determine the extent to which teachers in Ohio
public high schools use computers in classroom instruction, and investigation of barriers
teachers’ integration of computers into classroom instruction and learning. The
analyses were based on a sample of 256 teachers randomly selected from 18 randomly
selected high schools across the state. About 77% of the participants considered
themselves well prepared to use computers for classroom instruction effectively, while
considered themselves proficient in computer technology integration. Although the
majority of the participants had attained the necessary computer skills, teachers’ use of
computers for classroom learning was low and sporadic at best, averaging 1.8 times a
week, a level equivalence of computer novice. Both computer proficiency and
availability of computers in Ohio public high school classrooms greatly affected teachers’
extent of computer technology use in classroom learning. Only 12% of the proficient
teachers taught in classrooms with five or more computers, compared with 71% who
taught in classrooms with one to four computers or had no computers at all on average.
Overall, 12% of the teachers used computers for classroom learning three to four times
week or daily, at most, 4% of them taught in classrooms with an average of five to ten
more computers. The results suggested that lack of access to adequate computers in the classrooms severely curtails teachers’ use of computers in classroom learning on a
regular basis. Classroom student-to-instructional computer ratio, teachers’ attained level
of computer technology proficiency, teachers’ attitude towards computer use in
classroom instruction, and perceived value of computers in instruction were predictors of
the extent of teachers’ computer use for classroom instruction in Ohio public high
schools. Two of the other variables, resistance to change, and location of computers in
the schools (except classroom) were not predictors of teachers’ use of computers in
classroom learning. Teachers in Ohio public schools stated that lack of access to adequate
computers in the classrooms, lack of time, and location of adequate computers in the
classroom are major barriers to widespread integration of computers into school
curricula. |