Barrier to Computer Integration: Microinteraction Among Computer Coordinators and Classroom Teachers in Elementary Schools

This study examined the experiences of computer coordinators who have worked in elementary schools that have had computers for at least eight years and represents part of a longitudinal study conducted over four years. Using a replication of ethnographic methods that successfully guided the earlier...

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Bibliographic Details
Published in:Journal of research on computing in education 1995-09, Vol.28 (1), p.29-45
Main Author: Evans-Andris, Melissa
Format: Article
Language:English
Subjects:
Barriers to Implementation
Computer Coordinators
Computer Uses in Education
Elementary Education
implementation
Integrated Activities
Interaction
leadership
Professional Isolation
Specialists
Teachers
Work Environment
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Summary:This study examined the experiences of computer coordinators who have worked in elementary schools that have had computers for at least eight years and represents part of a longitudinal study conducted over four years. Using a replication of ethnographic methods that successfully guided the earlier wave of the study, the article considers the microprocesses of interaction among computer coordinators and classroom teachers, and how those patterns are related to the integration of computers in elementary schools. Findings reveal that, whereas school administrators and classroom teachers rely on computer coordinators to promote the use and integration of computers in their schools, these specialists are limited in their endeavors because of various structural and social conditions of their work. The examination of work relations among computer coordinators and classroom teachers may have critical implications for the direction of computer implementation in elementary schools.
ISSN:0888-6504
DOI:10.1080/08886504.1995.10782150