You are here:

Computer Equity and the Role of District Level Computer Coordinators
OTHER

Abstract

Attributes of North Carolina school systems that account for discrepancies in students' opportunities to learn about and with computers were investigated in this study, which explored relationships between microcomputer availability and financial and demographic data for a sample of 141 school districts to explore the dimensions of equity in computer education. Interviews with school personnel in 16 selected districts supplemented the statewide analysis as the importance of leadership in computer access and the role of the computer coordinator were examined in depth. Based on the results of the study, it was hypothesized that leadership and commitment at all levels in the educational hierarchy are more important for providing computer access for pupils than the demographic and financial characteristics of the school districts, and that appropriate uses of computers are guided more by the leadership abilities and commitment of local school personnel than by state directives. The following specific recommendations for improving computer equity were arrived at: (1) engage in statewide planning; (2) clarify roles of computer coordinators; (3) employ building-level computer specialists; (4) reduce inequities in computer use within the district; (5) prepare teachers for computer use in the curriculum; (6) acquire financial resources and seek state-level leadership; and (7) include computers in school improvement efforts. Thirteen references are listed. (MES)

Citation

King, R.A. Computer Equity and the Role of District Level Computer Coordinators. Retrieved March 28, 2024 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords