The Role of the Principal in Technology Integration
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Authors
Society for Information Technology & Teacher Education International Conference, 1997 ISBN 978-1-880094-25-9
Abstract
In the past decade, the number of computers in schools across the nation has increased dramatically. By 1994, 98% of American schools had one or more computers for instructional use in contrast to fewer than 20% of the nation’s schools with at least one computer in 1981. This increase equates to approximately 5.5 million computers in schools across the country. (Mehlinger, 1996). The infusion of computers into educational settings has an enormous potential to impact the teaching and learning process when this technology become an integral part of classroom instruction. Unfortunately, the existence of larger numbers of computers on the nation’s school campuses does not mean that students have daily (and as needed) access to these computers nor does it ensure that classroom teachers are comfortable and competent in integrating computers into the daily instructional process. The most common pattern of computer location is in laboratory settings with 20 or more computers which serve each classroom on a once weekly basis. Computers in elementary schools and in increasing numbers of secondary schools are used to teach basic skills and for remedial instruction. (Center for Excellence in Education, 1995).
Citation
Garcia, A., Johnson, A. & Dallman, J. (1997). The Role of the Principal in Technology Integration. In J. Willis, J. Price, S. McNeil, B. Robin & D. Willis (Eds.), Proceedings of SITE 1997--Society for Information Technology & Teacher Education International Conference (pp. 1081-1083). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/p/47260.
© 1997 AACE