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MICHIGAN TEACHERS AND THE WORLD WIDE WEB, "WILL THE WORLD
WIDE WEB CHANGE MY CLASSROOM?"
By

Nathan Ernest Butki

A THESIS

Submitted to
Michigan State University
In partial fulfillment of the requirements
For the degree of

MASTER OF ARTS

Department of Telecommunication

1998

ABSTRACT

Michigan Teachers and the World Wide Web

By

Nathan Ernest Butki

National, state, and local leaders have realized the need to integrate
technology with instruction in order to prepare students with the necessary skills
to succeed in the workplace. In order to ensure adoption of telecommunication
technology, and not simply provision of technology, effective policy and
resources must be developed reflecting the needs of users. A user study was
conducted in order to gain insight into usage, opinions, and barriers facing early
adopters of the World Wide Web (W) in K-12 education. A survey
instrument was created and distributed to a sample of educators in the state of
Michigan yielding 389 responses. In addition to presentation of user opinion, it
was found that:

o 75.3% agree the WWW gets through to students in ways books cannot.

0 Nearly 50% of educators who rarely or never use the WWW feel their
day is already too busy and the W is ”one more headache".

o 76.2% feel the WWW enables them to cater to students needs and

interests.

ACKNOWLEDGEMENTS

I would like to thank Jennifer Gregg for her willingness to help with his
project and sit through multiple sessions of SPSS. Without her expertise and
patience data manipulation and statistical analysis would still be going on. Dr.
Frank Biocca showed extreme support and effort in making this idea a reality.
Without his assistance and excitement this would have been a missed
opportunity. Thanks also to Dr. Tom Muth for his mentorship. Mark Even,
Steve Wiggins, and the Great Lakes Collaborative were instrumental in data
collection. Last I would like to acknowledge my father for his encouragement,

insight, and challenging critique. This truly is a superior thesis due to his review.

iii

TABLE OF CONTENTS

LIST OF TABLES

 

INTRODUCTION

 

LITERATURE REVIEW
Background

 

Rationale

 

METHODS
Instrument

 

 

Procedure
Sample Groups

 

 

SUMMARY FINDINGS

STATISTICAL ANALYSIS

 

 

Research Question #1

 

Research Question #2
FURTHER RESEARCH/ LIMITATIONS OF STUDY

CONCLUSION / RECOMMENDATION

 

APPENDICES

 

Appendix A: Survey Instrument
Appendix B: Opinion Groups

 

Appendix C: Complete Findings

 

 

LIST OF REFERNCES

iv

Obi-h

19
25
26

30

50

51
58

66

69
73
74

85

LIST OF TABLES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 1-1: Years Teaching 30
Table 1-2: Sex 30
Table 1-3: Grade Teaching 31
Table 2-1: Technology Efficacy-Use 33
Table 2-2: Technology Efficacy-Development --- 34
Table 2-3:Pedogogical/ Adaptive Use 35
Table 3-1: Frequency 36
Table 3-2: Location (access) 36
Table 3-3: Location (use) 36
Table 3-4: Purpose of use 38
Table 3-5: Purpose of use 39
Table 4-1: Instructional/ Teacher Achievement -- 42
Table 4-2: Navigation 43
Table 4-3: Student Achievement 44
Table 4-4: Content 45
Table 4-5: ’Environmental’ Effects 47
Table 5-1: Barriers 49
Table 6-1: Instructional / Teacher Achievement -------- 51
Table 6-2: Navigation 53

LIST OF TABLES (cont'd)

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 6-3: Student Achievement 54
Table 6-4: Content 56
Table 6-5: Environmental Effects 57
Table 7-1: Instructional/ Teacher Achievement -- 59
Table 7-2: Navigation 60
Table 7-3: Student Achievement 61
Table 7-4: Environmental Effects 62
Table C-l: Instructional/ Teacher Achievement ----—--- 75
Table C-2: Navigation 76
Table C-3: Student Achievement 77
Table C-4: Content 78
Table C-S: Environmental Effects 79
Table C-6: Instructional/ Teacher Achievement ------- 80
Table C-7: Navigation 8 1
Table C-8: Student Achievement 82
Table C-9: Content 83

 

 

Table C-10: Environmental Effects 84

vi

INTRODUCTION

”Simply to regard adoption of the innovation as rational (defined as use of
the most effective means to reach a given end) and to classify rejection as wrong
or stupid is to fail to understand that individual irmovation-decisions are

idiosyncratic and particularistic." (Rogers, Diffusion 111)

One of the goals set by the current presidential administration is to have
every K-12 classroom wired for connection to the Internet by the year 2000. This
project appears to be well on its way. The percentage of public schools
connected to the Internet grew from 35% in 1994 to 50% in 1995 to 78% in March
1998 (US. Department of Education Office of Educational Technology).
Providing teachers and students with access to the Internet, specifically the
World Wide Web (W), has appealing educational potential. The W
enables teachers and students to access a vast array of resources and people on a
seemingly unlimited number of tOpics that may otherwise be unavailable to
them. Access to the WWW breaks down the classroom walls and fosters the
development of engaged learning (see rationale p.9) to make the educational
experience global. WWW access has diffused rapidly, and with great excitement,
in K—12 education. Numerous federal, state, and local initiatives currently aim to
develop the technological infrastructure thereby allowing teachers and students

to access the WWW.

In his work on diffusion of innovations Everett Rogers defines diffusion
as, "the process by which an innovation is communicated through certain
channels, over time, among members of a social system." (Diffusion 35).
Telecommunication technologies, the networked computers and infrastructure
that allow users to connect to the W, are an innovation in K-12 education.
The existence of this innovation, and its future role in education, has been
communicated to teachers from national and state leaders through their
commitment to connect every classroom to the Internet. Schools nationwide are
quickly working toward this goal. While great strides have been taken toward
this effort few are pausing to examine the last two components of Rogers’
diffusion definition, the time factor and the social system in which diffusion
occurs. The individual innovation-decision process, where a user decides to
adopt or reject an innovation, takes place over time. To understand the
individual innovation-decision process one must understand the individual and,
in turn, the social system in which that person is operating. In K-12 classrooms
teachers and students are the users of the WWW. While examination of effects
and use by students is a critical component in evaluating overall success of
telecommunication technologies in education, this thesis focuses on teachers.
Once classrooms are connected to the Internet, the decision to use the available

resources and the extent to which they are used in daily instruction rests largely

with the teacher.

This thesis surveys Michigan educators, examining their Opinion toward
telecommunication technologies and the setting in which they are used. The '
” Will the World Wide Web Change My Classroom?” user study measures
background, usage, opinion, and barriers to W integration. In addition, the
following research questions are addressed:
0 Does location of WW access at school (in the classroom, the building, or not
at all) impact opinion of the WW?

0 Does frequency of web use impact opinion of the WWW?

LITERATURE REVIEW

Background

Change is inherent in diffusion of any innovation. The Internet and
telecommunication technologies represent an innovation in K—12 education. By
Rogers’ definition, adoption of an innovation results in a Change in a system.
”Diffusion is a kind of social Change, defined as the process by which alteration
occurs in the structure and function of a social system. When new ideas are
invented, diffused, and are adopted or rejected, leading to certain consequences,
social change occurs.” (Qif_fu_sigr_1 6) To use Rogers’ words again, understanding
the individual ”idiosyncratic and particularistic” (11) decisions teachers face
when deciding to implement the WW, and adapt to the inherent change,
impacts many from policy makers to content designers. Educational policy
maker's decisions on how to best implement telecommunication technologies
have the greatest impact when they reflect the needs of the teacher. Designer's
decisions on how to create usable WWW based resources are maximized through
understanding of the environment in which resources are applied. K-12
education is increasingly gaining access to telecommunication technologies. K-
12 education is historically ineffective in adopting technological change in
classroom instruction. In order to ensure successful adoption of technology in K-
12 instruction, and not just provision of the technology to K-12 instruction, a
focus on users must be established and maintained. This thesis examines the

current status and environment facing educators’ using telecommunication

technology in K-12 schools in Michigan. It moves away from a quantitative
analysis of infrastructure to examine user opinion of the World Wide Web and
it’s impact on teaching and Classrooms.

A 1997 study by Wells and Anderson titled, ”Learners in a
Telecommunications Course: Adoption, Diffusion, and Stages of Concern”,
examined early adopters of technology. The sample group consisted of students
enrolled in a graduate level, Internet-based education course. They determined
that ”. . .successful curricular integration of new innovations such as CMC
technologies relies heavily on the opinions of the early adopters, their role in the
diffusion process is vital for two primary reasons. First, these individuals act as
filters of new technology innovations that are presented for inclusion in the
instructional-delivery system. Second, their resulting opinions ultimately
determine the decision to adopt or reject.” (Wells and Anderson 85) CMC refers
to Computer Mediated Communication - use of computers not as stand-alone
tools, but as a communication device. Telecommunication and multimedia
applications are examples of CMC. Wells and Anderson’s rationale for studying
early adopters motivated the study of early adopters in this thesis. The
experience and human network of the Great Lakes Collaborative (GLC) was
tapped to provide access to educators believed to be early adopters of the WWW.

GLC is a service of Wayne County Regional Educational Services Agency
(WC RESA). WC RESA is the largest Intermediate School District in Michigan

serving Michigan’s largest city, Detroit, and the surrounding area. GLC supports

statewide initiatives aimed at integrating multimedia and telecommunication
technologies in K-12 instruction. GLC has received funding from the United
States Department of Education and the Michigan Department of Education for
its projects. GLC has worked collaboratively with Advanced Learning
Technologies Center for Research on Learning, at the University of Kansas, on
the Explorer Resource Library, an electronic classroom resource database.
Explorer has received national acclaim. Articles have appeared in Classroom
Connect Newsletter, Electronic Learning, Syllabus, an index of the top 40
educational sites, New Media Magazine, and Supplement to Family PC
magazine. GLC is recognized as a leader in producing products that support
electronic delivery of classroom resources. GLC was awarded a Goals 2000 grant
by the Michigan Department of Education for the 1997-98 school year. A K-12
multimedia classroom resource CD—ROM, written in hypertext mark-up
language (WWW) format, was produced as a result of the project. 10,000 copies
of the CD-ROM were distributed statewide.

During the production process GLC was approached by the researcher
proposing a research study involving usability testing and Human Computer
Interaction (HCI). HCI concerns itself with , "the design, evaluation, and
implementation of interactive computer systems for human use and with the
study of major phenomena surrounding them" (qtd. in Preece 6). Jenny Preece
summarizes the goals of HCI as, "to develop or improve the safety, utility,

effectiveness, efficiency, and usability of systems that include computers."(14)

Usability is a key concept of HCI. The goal of usability testing is to make
systems that are easy to learn and use. Research revealed that the US
Department of Education and Michigan Department of Education have compiled
detailed inventory of the amount and type of hardware in schools. Considerably
less information is available on current users, their Opinions, and the
environments in which they apply the technology. For this reason a user study
was conducted to provide critical knowledge of users. Findings can be used for
policy and design decisions. This research will also serve as the groundwork for
incorporating elements of HCI into WWW based telecommunication initiatives
in K-12 education. The researcher worked for three years as State Facilitator for
GLC, experiencing first hand GLC’s expertise with early adopters of the WWW.

To accomplish this goal the researcher created a survey instrument (Appendix A).
The “Will the World Wide Web Change My Classroom?” survey gathered descriptive
information on current educators’ use and opinion of the WWW. GLC agreed to include
the survey on its 10,000 copy CD-ROM and to distribute the survey through a variety of
conferences and mailings. Responses were solicited from teachers known to have some
interaction with, or motivation toward, technology in instruction. The researcher
collected, coded, and analyzed the data after it was removed of personal identifiers. The
CD-ROM was written in HTML format allowing users to access resources in ‘Internet
fashion’ independent of a physical connection to the Internet. The CD-ROM provided

educators with resources utilizing the web and multimedia technologies.

Rationale

K—12 education remains one of the very few areas of our society that has
yet to be significantly changed by telecommunication technology. National,
State and local leaders have realized the need to integrate technology with
instruction in order to promote engaged learning1 and prepare students for the
21’t century. Ambitious goals for teacher and student achievement, and the
breadth of technological resources available in our schools have been defined in
response to this recognized need.

The National Plan for Technology in Education, developed by the
President, the US. Department of Education, and championed by Vice President
Al Gore, addresses four primary goals. These goals, known as the four pillars,
are:

0 Training- All teachers in the nation will have the training and support they
need to help students learn through computers and the Information
Superhighway.

0 Hardware- All teachers and students will have modern computers in their
classrooms.

- Access and Connectivity- Every classroom will be connected to the Information
Superhighway.

0 Content Resources- Effective and engaging software and online learning
resources will be an integral part of every school curriculum.

 

Engaged learning by definition is very similar to construcnwst leammg, the title for learning which is
user centered and based on authentic tasks.

8

K-12 public education has a long history of resistance to the change associated
with adoption of technology resources in the Classroom. The potential for
technology to revolutionize and change instruction was realized as early as 1913
when Thomas Edison commented on the potential of films in classrooms stating,
"Books will soon be Obsolete in schools...It is possible to teach every branch of
human knowledge with the motion picture. Our school system will be
completely changed in the next ten years" (qtd. in Saettler 98).

Technology has held the promise to provide an impetus for instructional
change in the past. Despite the enthusiasm of charismatic leaders like Edison,
education has remained largely untouched by technology as compared to other
industries. Elliot Solloway, professor at the University of Michigan, has
commented on the lack of technological resources in K-12 classrooms: ”Standard
issue for a white-collar worker is a desk telephone and a desktop computer.
Teachers, however, can hardly get a phone in their room let alone a computer
dedicated to their use.” (Solloway 11).

Current leaders in government and education address the potential
impact of telecommunication technology to be as revolutionizing as Edison once
predicted for motion picture. The W and telecommunication technologies
allow for a new type of learning- engaged learning. Engaged learning involves
more collaboration among teachers, classrooms, and experts, and increased
student interaction with content resources as well as other students. Engaged

learning prepares students to become decision-makers, information evaluators,

9

and effective communicators; skills recognized by national leaders as necessary
in the future. This type of learning is wholly different than that provided
through traditional educational means (NCREL 1).

The need to integrate technology in support Of engaged learning to
improve education and prepare students for the future workplace is being met
with support from a variety of federal and state initiatives. The present
environment facing technology in education offers broad commitment both
philosophically and financially. Advocacy for integration of technology to
improve teaching and learning and to prepare students for the workplace has
become a leading issue among local policy groups. A survey of school priorities
in 1995 concluded that educational technology was one of the top six issues
facing education (Plotnick 1).

The rise in advocacy is being met with enormous financial investment into
the expansion of telecommunication technologies nationally toward
development of the Presidential Administration’s four pillars. Among these are:

-The Federal Goals 2000 grant program has made over $800 million
available during 1996 and 1997 nationally for technology and educational
improvement projects. In 1997, Michigan received nearly $20 million alone (US.

Department of Education, "Goals 2000 Funding Allocations").

10

- The Universal Service Fund is a federal program designed to provide K-
12 schools with rebates of 20-90% on their telecommunication expense based on
their free and reduced lunch countz. This funding resource is a result Of the
Telecommunications Act of 1996, and in particular, a section Of that Act referred
to as the Universal Service Fund (USP). USF dollars have yet to be awarded, but

are anxiously anticipated (Merit Network, Inc.).

--The Technology Literacy Challenge Fund made approximately $8.2
million available to Michigan schools in 1997 and has made $17.3 million
available in 1998. The purpose of this program is to ”. . .support the acquisition
and use by elementary and secondary schools of technology-enhanced curricula,
instruction and administrative support resources to improve the delivery of
education services” (Michigan Department of Education, Office of Grants and
Technology).

-Local districts in Michigan have made substantial commitments through
voter approved "qualified" bond issues. Under the state's School Bond Loan
Fund building-level technology infrastructure investments of over $190 million
have been approved.(Michigan Department of Education, "State Technology

Plan" 5)

 

2 Free and reduced lunch count refers to the number of students at a local school who qualify for federal

aid in providing free and reduced meals. Generally, the higher the free and reduced lunch count the poorer
the school and/or district.

11

Michigan policy toward advancement of technology in education is
developed in alignment with the National four-pillar model. In 1998 the
Michigan Department of Education passed it's State Technology Plan. The plan
expands on the ideas of each of the pillars to define state and local goals. The
plan is being used to secure funds from Federal initiatives and to provide
structure and direction for allocation of grant money within the state. The State
Technology Plan was also written to align itself with another statewide plan, the
Michigan Information Network (MIN) plan. In his 1995 plan to reform
Michigan schools Governor John Engler called for the ”creation of the Michigan
Information Network in order to access information from around the world"
(Michigan Information Network Plan). In 1995 the State of Michigan developed
a plan for the MIN with the goal of serving as the link to the information
superhighway for the people of Michigan. The MIN is the collaborative effort of
private telecommunication companies, the State of Michigan, and users, to share
voice, video, and data for the public good. Development of MIN is intended to
result in increased resources for education through a virtual, integrated
statewide network linking local and intermediate school districts, public school
academies, public and private colleges, community colleges, universities, and
libraries. Statewide leaders have identified content, delivery, and user interface
as the three essential elements upon which the MIN concept hinges (’delivery’ is

similar to the national four pillars access and connectivity pillar, ’user interface’ is

12

similar to the hardware pillar, and ’content’ is similar to the national definition) 3".
The MIN plan explicitly makes delivery and user-interface its mission. In fact the
MIN plan states that it does not address the content piece. The MIN plan defines
content as ”. . .anything from high quality distance learning, to medical
diagnostics, to multi-party engineering design, to e-mail between teachers and
parents...” As the leaders in the state draw educational institutions and industry
ties together to create this network, evaluation and development of content
materials are left to take place on their own.

Obtaining technological resources and equipment to establish technical
systems (the access and connectivity and hardware pillars) is far different from the
goal of creating new learning environments supported by knowledgeable
teachers and effective resources. In order to create new learning environments
equal attention must be paid to training and content resources. Provision of the
access and connectivity and hardware portions of the national four-pillar’s model
can be largely quantified. The President can count and see if every classroom is
wired for connection to the Internet in the year 2000. Examination of trends
reveals significant increases in computer acquisition and networking. In 1988-89
the student/ computer ratio in the United States was 2:1; in 1995 it was 12:1

(Plotnick). The ratio of students to Internet capable computers in Michigan in

 

"MIN plan definitions:-

Delivery: how is content delivered? Does it require fiber optic cable, satellite transmission,
cellular/wireless linkages, simple phone lines or some other medium?

User Interface: By what means does the potential user get the message? Does he/she need a phone, a

13

1996-97 was 2:1 (Quality Educational Data). According to the US. Department
of Education's four-pillar model, many studies indicate that a five to one student
to powerful multimedia computer ratio is ideals. While access and hardware
have intuitive implications, without them the benefits of technology cannot be
received, the implications surrounding the training and content resources pillars
play an equally vital, though less quantifiable, role in successful integration of
technology. The President cannot count to see how training and content resource
initiatives are effecting and advancing teacher effectiveness and student learning.
In order to understand the impact of all four pillars, and devise strategies and

training to increase their effectiveness, user-study must take place.

"Education has always been susceptible to ”silver bullet” solutions to its

problems, and imposing a new technology has often been such a solution.

Yet time after time, the ”technology du jour” has collided with the realities

of the classroom and resulted in only marginal changes in how teachers

teach and students learn.” (Educational Testing Service 7)

Success of the National four-pillar model requires support of all pieces.
This research begins tO address the ’realities of the classroom’ by obtaining
teacher feedback. Applying Rogers’ diffusion of innovation theory toward the
national four pillars model, we can hypothesize about characteristics and needs

of teachers. Through development of the four pillars, and toward the goal of

connecting every classroom to the Internet, early adopters of the technology will

 

computer, a modem, a satellite dish, or some other hardware which can receive delivery of the content?
What software is needed?

14

face different innovation-decisions than later adopters. Understanding the
motivation of current teachers using the WWW in their classrooms (the early
adopters) and realizing that subsequent users (later adopters) hold different
motivations leads us to the importance of the training and content resources
pillars. Research on diffusion of innovations realizes that early users of a
technology have an interest in the technology and the ability cope with a higher
level of uncertainty inherent in a new technology than later adopters (Wells and
Anderson 84). Whereas early adopters look for reasons to use a technology, later
adopters look for reasons to stick with their current system. For early adopters
access and connectivity and hardware are the most crucial pillars and likely will
provide sufficient impetus to adopt. Later adopters will need to be provided
with more reasons to use the technology over traditional means of instruction.
For later adopters training and content resources are the critical pillars. For these
users ’more of the same’ is insufficient. In order to realize the classroom
potential of telecommunication technologies, new and innovative applications of
the technology need to be developed. In order to develop these resources most
effectively, users need to be included in the development process; user study

needs to take place.

 

5 www.cdgov/Technology/pillar1 .html

15

”...Why do evaluation? The general answer to this question is: to find out
what users want and what problems they experience, because the more
understanding designers have about users’ needs, then the better
designed their products will be” (Preece 603).

The need to study and understand users has received more attention with
student teachers (pre-service teachers) than with practicing teachers. Studies
have addressed pre-service teachers attitude, belief, and use of technology. A
1995 study by Huang, Waxman, and Padron at the University of Houston at
Clear Lake addressed teacher education students’ attitudes toward technology.
The study was driven by the need "to understand what teacher education
students feel and think about educational computing so that policies and
strategies can be designed to enhance the readiness of prospective teachers in
integrating computers into the teaching and learning process" (Huang, Waxman,
and Padron).

215 students in an upper division teacher education course served as
subjects. The study examined teacher education students’ general attitudes
toward educational computing, background characteristics and variables
affecting attitudes toward computers, and to what extent these variables
influence attitudes. The study found that the longer teachers were exposed to
computers and the more types of computers they had experienced, the more
comfort they felt working with computers. It was also found that when teachers

felt at ease with computers they enjoyed using them more, leading to the

16

conclusion that "it is very important to provide prospective teachers the
availability and training to use computers effectively" (6).

An examination of telecommunication technology in K-12 education
reveals that a lack of sufficient training adds to the problem of insufficient tools.
A 1996 report by the Educational Testing Service (ETS) found that helping
teachers learn to integrate technology into the curriculum is critical to successful
implementation of technology. The ETS report was designed to provide a
baseline of information on what is known about technology in schools to track
change over time. ETS also found that teachers largely have not received enough
training to effectively integrate technology into the curriculum. As of 1994 only
15 percent of US. teachers reported having at least nine hours training in
educational technology and only 16 percent use telecommunication for
professional development. As of 1996 18 states did not require an educational
technology course for a teaching license. The cover story for the September 1997,
issue of Civiccom‘, ”Grading Educational IT,” reported US Department of
Education findings that most teachers feel inadequately trained to use computer-
based technologies. Based on reports from the Office of Technology Assessment
only 13% of public schools required training for teachers in advanced
telecommunication, 31% provide incentives to encourage training, and in about

half the schools it was up to the teachers to initiate training (White).

 

6 . . . . . .
Civ1c.com IS an electronic newspaper for IT professronals in state and local government.

17

As presented above, national, state, and local funding toward technology
in K—12 education are substantial. Moving beyond acquisition and funding of
technology takes us to the real challenge; ensuring adoption of technologies and
not simply provision of technology. The potential of telecommunication
technology, specifically the W, to foster engaged learning has received a
great deal of positive press in educational research and publications (ETR&D,
Kerka, NCREL). Funding and social acceptance exist to infuse technology and
introduce broad changes in teaching. This change is expected to provide
students with a vastly different learning experience than provided in the past. In
any instance of change facilitated by technology, recipients are faced with
uncertainty toward their future role, toward the institutional commitment to the
technology, and toward the effectiveness of the technology. In education this
uncertainty toward telecommunication technology is increased through lack of
training and lack of effective resources. In order to maximize the benefit of
current funding opportunities, and bring about effective educational change
resulting in increased engaged learning, user feedback must be collected and
drive decisions. This research provides an initial footing to bridge the gap
between infrastructure and resources through user study and promote adoption

of technologies and not simply provision of technology.

18

METHODS

W

A self-administered, descriptive survey was created and distributed to
groups believed to be early adopters of WW technology (Appendix A: Survey
Instrument) The focus of the survey was to gain a deeper understanding of
current educators using the W to drive creation of more effective resources
and related policy. Responses were solicited in five categories; demographic
information to gain an understanding of who responded, telecommunication

technology efi‘icacy, web usage, opinions of the web, and barriers to use.

Telecommunication technology efficacy:

When surveying teachers regarding technology it quickly becomes
difficult to obtain a baseline of comparison. In an environment with vast
differences in local technology emphasis, access to training and equipment, and
individual teacher expertise, simply using age, grade, or gender, as the sole base
for comparison is insufficient. This thesis measures technological efficacy and web
usage for comparison of respondents beyond demographic differences.

Enochs, Riggs, and Ellis created scales, which investigate elementary
science teachers' beliefs toward microcomputers. The scales were built using
Bandura's social learning theory surrounding the role efficacy plays in behavior
(research suggests that positive beliefs promote positive behaviors). 197 science

teachers participating in a microcomputer inservice training program served as

19

subjects. Through development and implementation of these scales it was
concluded that, "To improve the use of microcomputers in teaching, teachers'
beliefs concerning the use Of microcomputers must be considered. Change efforts
should utilize these constructs as prior conditions before developing and
planning inservice activities" (260). Enochs, Riggs, and Ellis present the idea that
in order to maximize use of microcomputers in education effective training is
paramount. Change strategies and training are most effective when developed
with a thorough understanding of user beliefs. This same idea carriers over from

pre-service teachers in elementary science, to current teachers in all subject areas.

Web Usage:

Web usage is measured by examining time on the WW and location and
function of use. As mentioned previously, the goal of the current presidential
administration is to wire every classroom for connection to the Internet by the
year 2000. Usage and location are examined to assess the number of respondents
who currently have Classroom access and further to explore the effect of location
of use and amount of use on user opinion toward the WWW. Function and
opinion questions give insight into the impact of the W on instruction.

In a commentary by researchers involved in the Apple Classrooms of
Tomorrow (ACCT) project it was found that introducing technology with the goal
of creating instructional change deeply challenged individual teachers

instructional beliefs and practices (Dwyer, Ringstaff, and Sandholtz). Over the

20

course of multiple years of involvement in ACOT, teachers faced significant
inner struggles with personal attitudes toward instruction and the role and
capability of technology. The ACOT project, funded by Apple Computer, was
started in 1985 collaboratively by teachers, researchers, educators, students, and,
parents. ACOT explored the development and effect of highly technological
learning environments in K-12 classrooms longitudinally. ACOT also aimed to
develop and demonstrate powerful uses of technology in teaching and learning.
Findings from the ACOT study revealed that significant time and support were
needed for teachers to developed positive beliefs and uses of the technology.
While much of the ACOT research took place prior to existence of the W, the
aspects associated with challenging beliefs toward instruction and development

of positive beliefs toward technology remain consistent.

Opinion:

Opinion questions were asked on five topic areas concerning the impact Of
the W in K-12 education; instructional/ teacher achievement, navigation,
student achievement, content, and environmental effects.

Robert Kozma and Edys Quellmalz of the Center for Technology in
Learning at SRI International were commissioned to create a white paper for the
US. Department of Education titled, "Issues and Needs in Evaluating the

Educational Impact of the National Information Infrastructure" (Kozma and

Quellmalz). In their report they identify teacher expertise in a subject as a critical

21

element in quality instruction. With the addition of telecommunication
technology the opportunity to include external expertise in daily instruction is
afforded. Kozma and Quellmalz note that the increasing availability of on-line
expertise and resources will create the need to assess teachers’ effectiveness in
helping students use and interpret these resources. Instructional/Teacher
Achievement opinion questions address this broadly as an indicator of the impact
of telecommunication technology on instruction.

Few studies have attempted to evaluate of the effectiveness of the W
in learning. Research into this realm is important in that it provides feedback
upon which decisions concerning training of effective, confident users, and the
design and delivery of information can be made. A study by Hill and Hannafin
of fifteen current and prospective educators enrolled in a university-level
technology for educator's course attempted to do this. Hill and Hannafin studied
strategies used by adult learners in hypermedia environments. It was found that
self-reported knowledge of technology impacts the strategies used in
manipulating hypermedia environments. Qualitative and quantitative measures
were used to gather data on participants’ metacognitive knowledge, perceived
orientation, perceived self-efficacy, system knowledge, and prior subject
knowledge toward open-ended hypermedia information systems. It was also
found that perception of disorientation and perceived self-efficacy influence the
strategies used when manipulating and navigating hypermedia environments

(Hill and Hannafin 59). Users with high perceived self-efficacy were found to be

22

more successful in their searching of the WW and more likely to try numerous
approaches in their searching.

Hill and Hanafin stress the notion that hypermedia information systems,
such as the WWW, promote access to a wide range of resources, but are not
designed to facilitate learning. Identification of background variables of effective
and novice users, and their ability to make use Of the WWW, can be utilized to
develop and train more effective users and / or promote more intuitive
environments. This knowledge can then be applied toward the goal of creating
systems that are effective at facilitating learning. Navigation opinions are
measured to gain an idea of how users feel toward use of the WW and assess
impact of time and location background variables.

Research indicates that access to online communication has a positive
impact on student learning. A study by the Center for Applied Special
Technology (CAST) realized the need for measurable results from investments in
telecommunication technologies in K-12 education. CAST studied
approximately 500 fourth and sixth graders in 28 elementary and middle school
classes from 7 large urban area districts in the United States. One of the goals of
the CAST study was to "measure the effects of online use on students learning
including information processing, communication, and presentation skills" (2).
Student projects resulting from a common unit of study on civil rights were
evaluated as a measure for the study. The experimental group was allowed to

take part in online resources, activities, and communication in support of the

23

unit while the control group was not. Students with access to online resources,
"were more effective in their ability to present their work, state a civil rights
issue, present a full picture" (3). Making the findings even more powerful is the
fact the students in the control group had access to, and used, computers and
multimedia resources, just not online resources. This isolated access to online
resources as the contributing factor to increased students performance in the
experimental group.

While this thesis does not speak directly to student performance it does
address educators' opinion of the WWW's impact on student achievement. With
findings such as the CAST study to document positive student gains resulting
from online access, one would hope that teachers also feel positive in their
opinion of these resources so they become confident users themselves and with

their Classes.

Barrier’s:

A number of barriers face educators in their effort to integrate
telecommunication technologies into K-12 instruction. Four common barriers are
examined in this study; training, access, administrative support, and time.
Research has shown that each of these elements are critical to successful adoption
of technology (Educational Testing Service, Public Service Telecommunication

Corporation, Hoffman, ACOT).

24

hm:

Purposive sample groups were created to capture unique groups of
Michigan educators. Purposive sampling is a means of non-probability sampling
in which groups are chosen based on specific characteristics and qualities.
Groups are chosen with the knowledge that they do not represent the general
population, but posess unique characteristics (Wirnmer and Dornrninick 67). The
survey was administered to five sample groups. The sample groups were chosen
based on their geographic location and experience with technology. All groups
are known to have some interaction with, or motivation toward, technology in
instruction. The extent of technological interaction among the groups was not
available. A total of 389 responses were received. Respondents were provided a
copy of a classroom resource CD-ROM in exchange for completing the survey.

To estimate time needed to complete the survey and to correct for any
ambiguities in wording a pilot test of the survey was conducted with fifteen
respondents. Prior to distribution to the larger sample, adjustments and
corrections were made. Surveys were administered through mail, via CD—ROM,
and in person. Data was collected over two months. Data was entered from the
print surveys into a database. Data was then cleaned and re-coded to account for
missing responses and Likert scales were reduced from seven points to

agree / neutral / disagree responses.

25

Sample Groups
Sample Group 1:GLC Goals 2000 Sites

38 Respondents: response rate: 29%(n=130)

The Great Lakes Collaborative (GLC) operates statewide technology
initiatives out of the Wayne County Regional Educational Services Agency in
Wayne County, Michigan. The GLC is currently in itsthird year of a statewide
Goals 2000 grant project aimed specifically at incorporating multimedia and
telecommunication technologies in K—12 instruction. The GLC Goals 2000
participant sites were studied to gain a representative sample of Michigan
teachers. The Goals 2000 project includes Intermediate School Districts and
educational institutions statewide. Sites are geographically dispersed
throughout Michigan and serve school districts that represent a microcosm of the
state as a whole. Districts from inner city, urban, suburban, and rural areas of
the state are represented among the Goals 2000 sites. Thirteen sites received ten
copies of the survey by mail with instructions to distribute the survey to teachers
in their constituency and not to copy these surveys. These ten surveys where
tagged prior to being sent out in order to gather an accurate reading on the

number of responses from each site.

26

Sample Group 2:84 CD-ROM recipients
13 Respondents: response rate: unobtainable

This channel did not accommodate the lowest end user and was chosen
for this reason. It was anticipated that respondents from this group would be
more knowledgeable and experienced in using technology and the W, as
software installation and moderate technological knowledge was required to
access and print the survey from the CD-ROM. This means of distribution was
chosen for two reasons; the number of potential respondents (10,000 copies of the
CD—ROM were made), and the notion that CD-ROM users represent current,
experienced users of the WWW, not simply the general pop ulation.

The response rate for this group was unobtainable. 10,000 copies of the
CD—ROM were made, but actual distribution is unknown. CD-ROM's were
distributed to Intermediate School Districts (ISD’s) throughout the state, who in
turn distributed them to their constituency. A count of the number of CD-ROM'S
actually distributed by the ISD’s is not available. An accurate count of the
response rate per CD—ROM also had potential to vary. Some users may have
printed multiple surveys from a single CD-ROM and other users may not have
printed any. Given all the factors facing potential responses from the CD-ROM

sample the fact that any were returned was significant.

27

Sample Group 3: Conference Participants
139 Respondents: response rate: 70%(n=200)

Participants in a multimedia session at the annual Michigan Association of
Computer Users in Learning (MACUL) conference were surveyed. The MACUL
conference is an annual conference attracting more than 5,000 attendees from all
over Michigan. The multimedia session had an audience of 200 educators and
focused on integration of WW resources in instruction. MACUL participants
are considered technological leaders in the state and are likely among the more
technologically motivated. It is anticipated that this group would be biased in
favor of WW after attending a session on multimedia and WW. Nonetheless
this group provided access to a geographically diverse population and the

opportunity to survey technology leaders.

Sample Group 4: Best Practices Teachers
60 Respondents: response rate: 71%(n=85)

In the fall of 1997 the Regional Educational Media Center Association Of
Michigan along with the Michigan Association of Intermediate School Districts
held a contest to identify 'Best Practices in Technology Integration' throughout
the state. Teachers were offered the opportunity to win a $200.00 mini-grant to
be used toward technology in the Classroom in exchange for submitting their best

practice in technology integration to be shared statewide. 85 winners were

28

selected. Each winner received a copy of the survey. This group, like the
MACUL sample group, provides valuable insight to highly motivated,

technologically experienced teachers.

Sample Group 5: Wayne County Administrators

139 Respondents: response rate: 28%(n=500)

Principals at each of Wayne County's K-12 public schools were mailed a survey
and asked to distribute it to a teacher with W or Internet experience (500
total). Detroit, Michigan’s largest school district, is located in Wayne County.
Wayne County has a very diverse group of school districts, from inner city to
suburban, representing a wide range of economic and ethnic backgrounds.

Diversity in race and in technology is very high in Wayne County.

29

SUMMARY FINDINGS

Due to the large amount of data collected from the survey findings and
interpretation are presented together. Responses were collected in five categories;
general information, telecommunication technology efiicacy, web usage, opinions of the

web, and barriers to use (Appendix B: Opinion Groups)

Category 1: Demographic Information

An initial series of questions gathered general background information on
respondent's number of years teaching, sex, and grade currently teaching.

Table 1-1: Years Teaching

Years Teaching 97.4% respgnse (n=§79)
1-5 18.7%

6-10 15.6%

11-15 11.1%

16-20 14.0%

21-25 17.2%

26-30 19.5%

31-35 3.2%

36+ 0.08%

Table 1-2: Sex

§e_x 97.7% response (n=380)
Male 26.1%

Female 73.9%

The actual percentage of male and female teachers in Michigan is 28.7%
male and 71.3% female (Michigan Department of Education, 1995-96). This

study favors females by a very small margin.

30

Table 1-3: Grade Teaching

Grade Currently Teaching 85.6% response (n=333)
Elementary 60.1%
Middle 20.7%
High School 19.2%

The actual distribution of teachers in Michigan is 48.7% elementary, 22.7%
middle school, and 28.6% high school (Michigan Department of Education, 1995-96).
This sample favors elementary educators, a point to be remembered when making

generalizations.

Categom 2: Technology Efficagy

Since telecommunication technologies in K—12 education are still relatively
new, reliable scales focusing specifically on the WWW were not available for use
on the survey instrument. A scale was created to measure technology efficacy.

A seven point Likert scale was used to examine ten questions. The questions
were adapted from the 'Technology Proficiency Self-Assessment' scale used in
dissertation research by Meg Ropp at Michigan State University College of
Education. The original scale was a twenty-question survey addressing the four
core areas of MSU College of Education technology competency requirements for
their undergraduate teacher education students. Nine questions focusing on
electronic communication technologies and classroom applications of technology
were pulled from this scale to create the ten-question format used. The adapted

measures are essentially measures of self-efficacy. Individuals rated their

31

 

confidence in their ability to perform various tasks related to electronic
communication, specifically the W.

The scale proved to be too broad and not a reliable measure of any specific
technology skill. For this reason the measure was not used for comparison
against opinion responses. See Further Research/Limitations of Study section (p.64)
for comment on existing scales and need for measures.

Responses are presented to provide background information on
respondents’ skills and confidence, but can only reliably be examined
individually. Respondents were asked questions on a seven point Likert scale
examining their confidence on a variety of statements concerning use of the
WW and electronic communication. Data was reduced by grouping all of the

agree responses, disagree responses and neutral responses.

32

Table 2-1: Technology Efficacy-Use

I feel confident I could...

98.7% response (n=384)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

...send e-mail to a friend. Disagree 8.6%
Neutral 2.9%
Agree 88.5%
98.9% response (n=385)
...open a web browser. Disagree 9.6%
Neutral 4.2%
Agree 86.2%
...use an Internet search 99.2% response (n=386)
engine (e.g.Infoseek, Disagree 8.8%
AltaVista) related to my Neutral 3.9%
subject matter interests Agree 87.3%
98.5% response (n=383)
...search for and find the Disagree 8.1%
Smithsonian Institution web Neutral 5.2%
site. Agree 86.7%
98.5% response (n=383)
...keep track of web sites that Disagree 13.8%
I have visited so that I can Neutral 47%
return to them later. Agree 81.5%

 

 

 

 

 

 

 

 

Over 85% feel confident that they can send electronic mail and open a
WWW browser. Over 80 percent also feel confident in their ability to search for,
find, and keep track of information on the W. This may seem like a high
number, but it must be remembered that sample groups were known to have
interaction with or motivation toward technology. One would hope agreement

to be closer to 100% from technology leaders.

33

Table 2-2: Technology Efficacy-Development

 

 

 

 

 

 

 

 

 

 

I feel confident I could...
98.7% response (n=384)
...create my own homepage Disagree 42.4%
Neutral 18.0%
Agree 39.6%
98.9% response (n=385)
...maintain a web server. Disagree 50.6%
Neutral 20.3%
Agree 29.1%

 

 

 

 

_ A relatively small percentage feels confident in their ability to create and

maintain WWW information. 40% feel confident they could create a homepage

and only 29% feel confident they could maintain a web server. To draw on an

often-used comparison between the Internet and automobiles, the majority of

those sampled drive the cars on the information superhighway, but they're not

the mechanics. This is understandable since their expertise is in educating

students, not information systems management. If it is decided that educators

need be proficient in these areas, then increased training and / or external support

will be needed.

34

Table 2-3:Pedogogical/ Adaptive Use

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I feel confident I could...
...find primary sources of 98.7% response (n=384)
information on the Internet Disagree 10.9%
that I can use in my Neutral 47%
teaching. Agree 34.4%
97.7% response (n=380)
...write an essay describing Disagree 10.5%
how I would use technology Neutral 11.1%
in my classroom. Agree 78.4%
...use technology to 98.9% response (n=385)
collaborate with other Disagree 15.8%
teachers or students who are Neutral 10.1%
distant from my classroom. Agree 74.0%

 

 

 

 

Again, the responses to these questions appear encouraging at first glance;
84.4% can find information on the Internet that can be used in their teaching,
over 78% can write an essay on using technology in the classroom, and 74% can
use technology to collaborate with other teachers. However, we must ask
ourselves the difficult questions as we continue to work toward wiring every
classroom for connection to the Internet. Why aren't these numbers Closer to
100% agreement? What will be the response to these questions among less
technology motivated and experienced educators who will be provided access in
the coming years? What needs to be done to prepare them to effectively use new

technologies when they gain access? Obviously these are questions for further

inquiry.

35

Category 3: Web Usage

Respondents were asked to circle the appropriate choice to questions

regarding frequency of WW use, access to W, location of use (at school or

at home), and purpose of use. Responses to frequency, access, and location of

use are also further examined in the analysis section.

Table 3-1: Frequency

I use the web...

98.2% Respondents (n=382)

 

 

 

 

 

 

 

 

 

 

Table 3-2: Location (access)

At school I have
access. ..

 

 

 

 

 

 

 

Table 3-3: Location (use)

I use the WWW
primarily...

 

 

 

 

Rarely or never 12.6%
Monthly 8.4%
Weekly 23.3%
Daily 23.0%
1+ hour daily 23.3%
3+ hours daily 9.4%
93.8% Respondents (n=365)
In my classroom 46.6%
In my building 37.5%
Not at all 15.9%
89.2% Respondents (n=347)
In my classroom 32.0%
In the building 23.1%
At home 45.0%

 

 

 

Nearly 80% of respondents use the WWW either daily or weekly. 21% use

the WWW monthly or not at all. Access to the W was largely available

either in individual classrooms, or within the school building. 16% reported

having no access to the W at school. Interestingly, 45% choose the home as

the primary location of use. This leads to future questions regarding the

classroom as the preferred location - Should it be?

36

 

If educators are partial to using the W from home should we not
consider a plan to provide home access to every teacher as well as wiring every
classroom? Elliot Soloway, professor in the College of Engineering at the
University of Michigan suggests this very plan boldly stating, ”Making sure each
teacher has a home computer would be the single most important tactic in
helping to bring our schools into the 2lst century. If teachers themselves
experience the benefits of technology, they become evangelists demanding more
technology for their classrooms.” (12)

Following this idea through examination of networks makes this concept

 

even more powerful. As telecommunication services and networks converge,
and high bandwidth access continues to stretch to more and more homes,
educators will have the ability to access services and resources quickly and easily
beyond the school building. This may provide an incredible return on
technology investments if teachers are working from home, on 'their time', to

become familiar with technology and to integrate new resources.

37

A series of rank order questions explored respondents use of the web for
research, presentation, or personal interests. 29.1% of respondents incorrectly
replied to the rank order questions commonly marking all responses the same
rather than ranking items. For this reason summary findings of rank order
questions are presented for comment only and not as a basis of statistical
analysis. Results in this section show the score given to each choice regardless of
if it was rank ordered. Though many respondents did not properly fill out these

questions, some insight can be gained and trends observed.

 

Table 3-4: Purpose of use

80.5% response (n=313)

 

 

 

I use the web for research on Highest use 45.0%
topics I ’m teaching. Medium use 42.2%
Lowest use 12.8%

 

 

 

 

79.9% response (n=311)

 

 

 

I use the web to find Highest use 35.0%
information on personal Medium use 305%
interests Lowest use 34.4%

 

 

 

 

71.9% response (n=280)

 

 

 

I use the web to allow Highest use 27.5%
students to access Medium use 32.1%
information Lowest use 40.4%

 

 

 

 

A trend noticed in table 34 reveals that educators use the WWW
themselves more than they allow students to use the WWW. Only 12.8% ranked
”I use the web for research on topics I 'm teaching, " the lowest use. In contrast, 40.4%

ranked ”1 use the web to allow students to access information, " the lowest use. This is

38

analogous to teachers accessing the library, but restricting student use. This
would have a positive impact on delivery of instruction, but would not be
maximizing the available resource. The question of why student use is not as
high as teacher use is material for further study. Exploration of likely barriers to
student use, such as access to equipment, time, teacher comfort/ familiarity, and
administrative restrictions would call for examination. Building level acceptable
use policy, or lack there of, relating to student and teacher use of
telecommunication technologies likely holds partial explanation of this finding.

Table 3-5: Purpose of use
73.8% response (n=287)

 

 

 

I use the web as a research Highest use 35.9%
tool Medium use 41.5%
Lowest use 22.6%

 

 

 

 

76.1% response (n=296)

 

 

 

 

 

 

 

 

 

 

I use the web for personal Highest use 23.6%
entertainment Medium use 22.6%
Lowest use 53.7%

78.7% response (n=306)
I use the web to obtain the Highest use 44.8%
most current information for Medium use 41.2%
instruction. Lowest use 14.1%

 

 

 

 

Obtaining the most current information for instruction was scored the
highest use of the W at 44.8%. Use of the web for personal entertainment
had the most distinguished ranking with over half of the respondents, 53.7%,
scoring this their lowest use. In comparison, only 34.4% ranked . .find

information on personal interests” (table 3-4) their lowest use. The trend may

39

indicate that educators use the W for research and person interests, but do
not associate it with entertainment. This opens future study Of the W as an
’edutainment’ environment. The W may represent an environment that is
rich, productive, and educational, but not viewed by educators as a 'work'
environment.

Over 87% of respondents ranked using the W for research on topics
taught (table 3-4) as either their highest or medium use. A similar question
concerning impact of WW use on instruction, ”I use the web to obtain the most
current information for instruction,” received a similar ranking of 86%. These
findings reflect positively on use of the WWW impacting what and how teachers
teach. Teachers use the W to aid their instruction.

However, it is surprising to find that only 80.5% of the survey group
responded to the question regarding use of the W for research on topics they
teach (table 34). As stated previously, one would expect the sample, consisting
of teachers known to have exposure or motivation toward technology, tO have a
higher percentage of respondents using the W as a research tool. Examining
this group in light of diffusion theory would lead one to expect higher use from

the early adOpter group.

40

 

Cate o 4: inion

Do educators feel the W has the ability to change teaching and
learning or is it just the next in line of ’good technologies’ that fail to
significantly impact education? Respondents were asked questions on a seven
point Likert scale examining their agreement to a variety Of statements about the
WWW. Data was reduced by grouping all of the agree responses, disagree
responses and neutral responses. Half the questions represented positive effects
the technology plays on education and half address negative effects. Questions
address a variety of factors that effect the impact Of the W in the classroom;
instructional/ teacher achievement, student achievement, navigation, content,

and concerns related to classroom environmental effects of the W.

41

 

Table 4-1: Instructional/ Teacher Achievement

95.8% response (n=373)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The web has improved the Disagree 15.5%
way I present material to Neutral 27.3%
students. Agree 57.1%
95.4% response (n=371)
I can find an abundant Disagree 14.6%
amount of classroom Neutral 12.1%
material easily on the web. Agree 73.3%
95.6% response (n=372)
The web helps me keep Disagree 12.1%
current on topics I teach. Neutral 15.9%
Agree 72.0%
94.1% response (n=366)
The web enables me cater to Disagree 8.2%
students needs and interests. Neutral 15.6%
Agree 76.2%

 

 

 

 

In looking at these four questions, disagree responses are more telling than
agree responses. With an average of 12.6% disagreeing with positive statements
regarding instructional/ teacher achievement a number of conclusions can be
drawn. Assuming that there does exist sufficient material on each curricular area
of K-12 education on the WWW than one would hope far fewer technology
leaders disagree with these statements. In order for investments in
telecommunication technologies to significantly impact education this issue
needs to be addressed. Two possible solutions rise to the forefront; 1) resources
need to be created which are more sensitive to teachers needs, and 2) teachers

need more training to effectively find and integrate resources into their

instruction.

42

Table 4-2: Navigation
96.4% response (n=375)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

There is too much Disagree 58.4%
information on the web to Neutral 15.7%
make sense of. Agree 25.9%
95.9% response (n=373)
I get frustrated when I get Disagree 44.5%
lost on the web. Neutral 18.0%
Agree 37.5%
96.4% response (n=375)
It is difficult to find what I Disagree 56.5%
need on the web. Neutral 12.8%
Agree 30.7%

 

 

 

 

An average of 31.4% agree with statements that reflect difficulty using and
understanding the W. This finding is consistent with other research. A 1996
national opinion poll released by Sun Microsystems revealed that teachers
overwhehningly support the Internet in the classroom, but receive low grades in
knowledge of the Internet. When asked to grade themselves on their knowledge
of the Internet, 53% gave themselves a ”C” or a ”D”, and 19% gave themselves an
”F” (Sun Microsystems). Findings such as this force us to think back to the four-
pillars model, or any model of technological deployment, and assess the
progress, success, and focus. If 31.4% of early adopting educators have difficulty
using telecommunication technologies then greater emphasis and focus needs to
be placed on training and understanding. The goal of wiring every classroom in
a specific time frame (by the year 2000) loses a great deal of impact if it is not

accomplished with similar initiatives focused on training, policy, and resource

43

development. This finding, that teachers have difficulty navigating the WWW,

reaffirms this need.

Table 4-3: Student Achievement

The web helps expand
student interests.

The web ’gets through’ to
students in ways books
cannot.

Students learn when they use
the web.

94.3% response (n=367)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Disagree 5.7%
Neutral 11.4%
Agree 82.8%
93.6% response (n=364)
Disagree 8.5%
Neutral 16.2%
Agree 75.3%
94.1% resmnse (n=366)
Disagree 4.9%
Neutral 10.9%
Agree 84.2%

 

 

 

Educators have an overwhelmingly positive view of the impact of the

W on students. On average, over 80% agree the WWW produces positive

student achievement. This is contrasted by a low average of 6.4% disagreeing

with positive student achievement. The natural progression of this finding is to

move from examination of teachers to examination of students. Measuring gains

in student achievement resulting from telecommunication technology is topic for

further study.

Table 4-4: Content
89.5% response (n=348)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students quickly get off topic Disagree 28.2%
when using the web for Neutral 40.5%
research. Agree 31.3%
Web information is good for 96.7% response (n=376)
recreation, but bad for Disagree 89.6%
education. Neutral 4.5%
Age 5.9%
95.4% response (n=371)
The web is dangerous for Disagree 64.4%
student use due to the large Neutral 13.5%
amount of explicit material Agree 22.1%
94.6% response (n=368)
Being able to connect to Disagree 12.8%
global resources is necessary Neutral 22.3%
in my classroom. Agree 64.9%

 

 

 

 

Over 40% responded neutral to the statement, ”Students quickly get of topic
when using the web for research”. This large number may be due to lack of
experience of many educators working with students using the Internet.
Another possible explanation is the changing role of the teacher. With
integration of telecommunication technologies the teachers’ role is changing
from that of ”sage on the stage” to ”guide on the side”. A reality of engaged
learning is an increased number of directions students can expand and explore
on any given topic. Where a teacher traditionally focused on concrete aspects of
topics in the past they now guide students in many directions. This change in
roles may also contribute to the large number of neutral responses as ”getting off

topic” is no longer as clearly defined as it once was.

45

Nearly 90% disagree with the statement, ”Web information is good for
recreation, but bad for education. ” This suggests that educators feel positive about
the nature of content on the W. In contrast however, 22.1% feel that the web
is dangerous due to a large amount of explicit material on the web. It is
anticipated that this disparity in response is due largely to use and familiarity

with the WWW. See Statistical Analysis (p. 50) for further analysis of this finding.

46

Table 4-5: ’Environmental’ Effects
96.1% response (n=374)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

When I think of the web I get Disagree 70.1%
a headache, my day is already Neutral 11.0%
too busy! Agree 19.0%
95.4% response (n=371)
The web is just another Disagree 87.3%
distraction from teaching Neutral 7.5%
Agree 5.1%
95.6% response (n=372)
Increased student use of the Disagree 895%
web will lead to decreased Neutral 4.0%
need for teachers. Agree 6.5%
95.4% response (n=371)
Using the web helps me Disagree 9.4%
become more comfortable Neutral 19.7%
using a computer. Agree 70.9%

 

 

 

 

Educators largely disagree with negative statements and agree with
positive statements regarding the impact of the W on their time and work
environment. Time has been shown to be a factor facing educators using
technology (Public Service Telecommunications Corporation). The survey found
that teachers disagreed with negative statements concerning time. 70.1%
disagree that their day is too busy for use of the WW and 87.3% disagree that
the web is a distraction from teaching. Nearly 90% disagree that increased use of
the web will lead to a decreased need for teachers. It was mentioned previously
that positive beliefs promote positive behavior (Enochs, Riggs, and Ellis). These

are positive findings for proponents of telecommunication technology in

education.

47

Use of the WWW also showed a positive impact on teachers’ comfort with
computers. Over 70% agree that using the WWW helps them become more
comfortable with computers. This finding is significant as it provides the
opportunity for future economic gains in training. Development of basic training
delivered over the WWW would enable educators to become more comfortable
using their computers, increase their knowledge and technology skills, and save
on logistical expenses associated with traditional training (substitute teacher
expenses, travel, cost of courses). The major roadblock on this front is the up

front cost of developing training and commitment to utilize it.

Category 5: Barriers

Respondents were asked to rank order potential barriers to use of the
WWW; training, access, environment, and time. Examination of barriers is an
important element in that it can help define causal relationships and explore
reasons for why things are occurring as they are. Unfortunately the same
problem plaguing the previous rank order questions occurred here also. A high
percentage of respondents, 38%, failed to correctly fill out the rank order
questions. As with the previous rank order questions, findings presented here

are summary findings and used for inference and examination of trends.

48

Table 5-1: Barriers

I have not been trained
enough on the web to
understand it well enough to
allow my students to use it.

Limited access to equipment
prevents me from allowing
students to use the web more

frequently.

Pressure from administrators
prevents me from allowing
students to use the web more

frequently.

I already struggle to cover
what I need to in a single
day. Using the W is
’one more hassle’.

69.2% response (n=269)

 

Least Barrier

26.0%

 

26.8%

 

28.6%

 

 

Largest Barrier

 

18.6%

 

84.8% response (n=330)

 

Least Barrier

6.4%

 

11.8%

 

16.7%

 

 

Largest Barrier

 

65.2%

 

62.2% response (n=242)

 

Least Barrier

50.8%

 

24.4%

 

16.9%

 

 

Largest Barrier

 

7.9%

 

74.8% response (n=291)

 

 

 

 

 

 

Least Barrier 30.2%
29.9%
29.6%
Largest Barrier 10.3%

 

 

 

 

 

Educators scored "...access to equipment” as the largest barrier 65.2% Of the
time. Surprisingly, only 7.9% scored pressure from administrators as the largest
barrier. This is a very encouraging finding. Other studies and reports have
emphasized the critical role that administrative support plays in use of
technology in education (Center for Applied Special Technology 2). It appears

that administrators are largely supportive of telecommunication technology.

49

STATISTICAL ANALYSIS

As mentioned previously, one of the goals of the current presidential
administration is to have every K-12 classroom wired for connection to the
Internet by the year 2000. In order to evaluate the impact Of wiring every
classroom the effect of frequency of use and location of use on user opinion
toward the W is examined.

Two research questions are addressed:

1) Does location of WW access at school (in the classroom, the building,

or not at all) impact opinion of the WW?

2) Does frequency of web use impact opinion of the WWW (ex.

Educators think positively of the WWW yet never use.

In each case cross-tabs were calculated to examine changes in opinion
responses. Statistically significant findings are presented. Opinion questions are
group by topic category (not in order of the survey). In addition, certain findings
that reveal interesting trends, but are not significant, are also presented.

Complete findings are presented in Appendix C: Complete Findings.

50

RQ#1 - Does frequency of web use impact ’opinions’ of the WWW?

Table 6-1: Instructional / Teacher Achievement

 

 

 

[Iuse theWarld Wide‘Wéb... ’ ' " ' " '
I can find an
abundant 1+ 3+
amount of Monthly Weekly Daily hour hour
classroom daily daily

 

 

material on Disagree | 40.0% 25.9% 24.7% 10.5% 7.6% 2.9%
the web- Agree I60.0% 74.1% 75.3% 89.5% 92.4% 97.1%
83.0% response (n=323)
Chi-square=.000

 

 

 

 

 

 

 

 

 

 

 

 

The Web
helps me
keep current
on topics I
teach. 4.9%
95.1% 97.1

The web has
improved
the way I
present

material to 5.5%
students. 30.0% 38.1% 94.5% 91.2%

.000

The web
enables me
to cater to
student
needs and
interests.

 

51

Table 6-1 reveals a relationship between use and opinion. Increased use is
related to increased positive view of the W. This trend varies slightly when
WWW use exceeds one hour daily. The most distinct example of this is found in
response to the statement, ”The web helps me keep current on topics I teach. "
Educators who rarely or never use the WWW agree with this statement 39.1% of
the time. As use increases to three or more hours daily agreement increases to
97.1%.

If it is assumed that wiring classrooms will result in increased use by
educators than the WWW innovation is likely to be adopted. However, it must
be remembered that provision of technology does not guarantee use of
technology. Later adopters and laggards will require training, motivation, and

resources to encourage use.

52

Table 6-2: Navigation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

There is too I use the World Wide Web...
much Rarely
information or 1+ 3+
on the web never Monthly Weekly Daily hour hour
for me to _ daily daily
make $8715? Disagree 60.0% 46.4% 55.3% 77.0% 81.9% 81.8%
0f- Agree 40.0% 53.6% 44.7% 23.0% 18.1% 18.2%
80.5% response (n=313)
Chi-square=.000

 

 

I get
frustrated
when I get
lost on the
web.

It is diflicult

to find what

I need on the 72.7%
web. 27

 

Navigation questions contained negative statements conceming use of the
W. In this category the same trend noticed in table 6-1 appeared in reverse.
As usage increased the percentage of respondents who disagree with negative
statements increases. Worded differently, increased use results in an
increasingly positive view of WW navigation. For example, 77.8% of rare

users of the WWW get frustrated when lost on the web. When use increases to

53

exceed three hours a day only 12.1% get frustrated. What is not revealed
through this finding is the role played by training in increasing usage.

Table 6-3: Student Achievement

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I use the World Wide Web...
Rarely
The web or 1+ 3+
helps never Monthly Weekly Daily hour hour
expand dajly daily
student Disagree 15.6% 15.4% 7.2% 2.7% 3.5% 2.9%
interests. Agree 84.4% 84.6% 92.8% 97.3% 96.5% 97.1%
82.5% response (n=321)
Chi-square=.035

 

Students
learn when
they use the

web. 15.6% 7.7% 1.3%
84.4% 92.3% 98.7%

.052

 

Again, a relationship between use and positive opinion was found. As
usage increases, positive opinion toward the impact of the W on students
increases (until daily use is exceeded). What is most interesting is the high
percentage of rare or never users of the WWW who have positive opinion of the
impact of the W on student achievement. Both, ”The web helps expand student
interests," and "Students learn when they use the web, " received 84.4% agreement
from rare or never users. This agreement climbs to 97.1% when use increase to

over three hours daily.

54

This finding provides the opportunity for insight. Based on social
learning theory mentioned previously, positive attitudes lead to positive beliefs
(Enoch, Riggs, and Ellis). Lets assume positive beliefs will result in increased
use. Teachers’ in this study hold positive views toward the impact of the W
on student achievement. Student achievement has been shown to improve with
access to online resources (CAST). It can then be determined that educators’
positive views toward student impact will allow increased student use as W
access increases, resulting in increased student achievement! While this study
does not validate the causal relationship presented it does outline a likely path to
successful adoption of telecommunication. The challenge of this model lies in
promoting positive views among educators and providing resources to utilize
the W. This conclusion is intuitive. Difficulty arises in overcoming barriers

to see that positive views are actually translated to increased use.

55

Table 6-4: Content

 

Being able

to connect to
global
resources is
necessary in
my
classroom.

I use the World Wide Web

 

iaiRarely
or ,

hour , hour i

j. I gaany;

 

Disagree

333/

’ " ’ 90/

11.6%

6.1%

 

Agree

 

66.7%

 

65.4%

 

91.0%

 

88.4%

 

93.9%

 

73.0% response (n=284)

 

 

 

Chi-square=.002

 

 

Only one question in the content group was statistically significant, "Being

able to connect to global resources is necessary in my classroom The same trend

noticed in previous tables, linking use to positive views, was also found. Agree

responses begin at 66.7% for educators who use the WWW rarely or never and

increase to 93.9% for those using the WWW three or more hours daily.

56

 

Table 6-5: Environmental Effects

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WhenI Iuse the WorldWide Web » ' .
think ofthe "Rarely ,. , . . 3 ~ _ ‘
web Igeta _;Or.g.r-~: ‘ 1+? . I ’ 3+ ,
headache, «never, Monthly Weekly Dally hour 5 T: hour -
my day is ,;’;;£,, a -. z -. daily. . daily . . "
already to Disagree 53.1% 65. 4% 72 6% 84. 6% 87. 4% 91.2%
busy. Agree 46.9% 34.6% 27.4% 15.4% 12.6% 8.8%
84.8% response (n=330)
Chi-square=.000
Using the I use the World Wide Web ‘7 l l 7' l
web helps fQRarely ~ . " _ ’
more "never Monthly weekly Daily hour hour a
using a Disagree 37.0% 16.7% 11.5% 6.1% 7. 2% 3. 7%
computer. Agree 63.0% 83.3% 88.5% 93.9% 92.8% 96.3%
76.3% response (n=297)
Chi-square=.000

 

 

 

Nearly 50% of educators who rarely or never use the WWW feel their day

is already too busy and the W is ”one more headache”. This number drops

significantly as use increases. Only 8.8% of those using the WWW more than

 

 

three hours daily feel their day is too busy for the W. This trend is
consistent with basic logic. What is interesting is the starting point from which
this trend builds. It is not until educators use the WWW daily that feeling their
day is too busy for the WWW drops below 25%.

As use increases agreement to the statement, " Using the web helps me
become more comfortable using a computer" also increases. Agreement ranges from

63% among rare users of the W to 96.3% for educators using the WWW three

or more hours daily.

57

RQ# 2: Does location of WW access at school (in the classroom, the

building, or not at all) impact ’opinion’ of the WWW?

To examine this question responses to location of use of the WWW were
compared to W opinion items. Opinion questions are group by topic
category (not in order of the survey). All findings are not presented here. In
addition, findings that reveal interesting trends, but are not significant, are also

presented. Complete findings are presented in Appendix C: Complete Findings.

58

The Web helps

me keep current
on topics I teach

 

76.1%

 
 
 
  
    

 

The Web has
improved the
way I present
material to my
students

65.3%

    
 
    
 

 
  
 
 

 
   

12.3%
87.7%

33.7%
66.3%

   

      
  
 

.001
access to the WWW agree that the WWW

helps them keep current on topics they teach 91.9% of the time. Agreement
dropped to 77.4% when access was available in the building rather than in the
classroom. Interestingly agreement rose again, to 84.8%, for those with no access
at school. This may imply that educators with no building access, who agree
with this statement, are home users.

The same pattern of agreement is found in response to the question, ”The
Web has improved the way I present material to my students”. Classroom access
resulted in 87.7% agreement, dropping for those with building access (66.3%),
and rising again for those with no access at school (74.1%). The same pattern
was present in the other two survey questions based on Instructional/ Teacher
Achievement; ”I can find an abundant amount of classroom information easily on the
web” and ”The web enables me to cater to student needs and interests. ” However,

these relationships are not presented due to the lack of statistical significance.

59

Table 7-2:

I get frustrated
when I get lost
on the web.

It is diflicult to
find what I need
on the web

 

79.2%

Educators with classroom access to the WWW find it easier to find what
they need on the web than educators with building access or no access at all.
Difficulty finding material was scored almost identically for educators with
building access and those with no access at all. Educators without classroom
access find it difficult to find information 20% more frequently than those with

classroom access.

60

Table 7-3: Student Achievement

The web helps

expand student
interests.

78.7%

 

 
  
   

  
  

  
  
 

Students learn
when they use
the web.

8.6%
91.4%

      
 

.071

   

79 .2%

While these findings do not show statistical significance they are
presented to display educators opinion toward value of the W for students.
Regardless of location of use those surveyed overwhelmingly feel that the W
has a positive impact on students. Over 90% agreed with the statements, ”The
web helps expand student interest” and ”Students learn when they use the web”. This
positive response toward the student impact of the W is encouraging. These
findings are consistent with student achievement questions analyzed in research

question 1 (p.55).

61

Table 7-4: Environmental Effects

 
 

When I think of
the web I get a
headache, my day
is already to
busy.

80.5%

another
distraction from
teaching.

 

83.0%

  
 
     
 
   
   

Increased
student use of

the web will lead
to decreased need
for teachers.

86.6%

helps me become
more comfortable
using a

computer.

71.7%

 

Compared to those with classroom access, a higher percentage with either
building or no access feel that their day is too busy for use of the W. 56.8%
with building or no access feel this way. This finding suggests that machines
closer to the end user are less of an intrusion into daily routine. It is interesting

to note also that 16% with classroom access still feel that their day is too busy for

62

the W. A number of causes for this, such as lack of Classroom time to use
equipment and lack of experience to use equipment effortlessly warrant further
exploration.

While not significantly significant the other three questions are presented
to show their one-sided responses. Over 90% disagreed with statements
suggesting that the web is a distraction from teaching and increased use of the

web will lead to decreased need for teachers.

63

FURTHER RESEARCH/ LIMITATIONS OF STUDY

Further research is necessary to identify causal relationships among
findings. For example, evaluating factors which contribute to increased use of
the W by educators will aid development of strategies to maximize use.
Measures of technological efficacy would also benefit research by providing
reliable means of evaluating respondents. These measures would enable
researchers to better define the status and knowledge of the group under study
(ex. Are they in fact early adopters? What is the extent of their technological
knowledge).

As mentioned in the METHODS section, a scale measuring technological
efficacy was used on the survey, though not presented in the findings. There are
a number of reliable scales in existence, which measure different facets of
computer use and attitudes. The existing Computer Attitude Scale and
Computer Anxiety Rating Scale scales address a broad range of computer
applications and functions beyond the scope of this research. The Computer
Self-Efficacy Scale was developed to measure opinions of subjects’ capabilities
regarding specific computer-related knowledge and skills to specific for this
study. The Computer Self-Efficacy Scale was built off of Bandura's social learning
theory surrounding the role efficacy plays in behavior (research suggests that
positive beliefs promote positive behaviors). The scale created for this research

attempted to serve this function, but proved unreliable.

Evaluation of the scales mentioned above deemed them inefficient for this
study for two overriding reasons. First, this thesis focuses specifically on
opinions toward the WW and Classroom effect. Other scales address a broader
range of technological skills. Second, the measures require lengthy
questionnaires. There is also concern associated with length of a questionnaire
and the importance of keeping instrument short to encourage users to complete
and return them (Preece 633). The value of proven measures was not determined
great enough in light of their length, and resulting potential decrease in
responses, to be included in this study.

It would have been a valuable asset to have pre-tested and validated a
scale for this function. As mentioned previously, it is difficult to compare groups
in an environment with vast differences in local technology emphasis, access to
training and equipment, and individual teacher experience. A measure of
technological efficacy would have provided another valuable base to work from
in an effort to isolate causal variables for differing opinions toward the web in

addition to those examined.

65

CONCLUSION/ RECOMMENDATION

Of the group studied over 85% were confident in their ability to open a
web browser and search for information. Over half feel the W has improved
the way they present material to their students. 76.2% feel the WWW enables
them to cater to student needs and interests. 75.3% also feel that the WWW 'gets
through' to students in ways books cannot. It was found that increased use of
the W is related to increased positive opinion toward impact of the W
on the classroom. Classroom access to the WWW also was found to be related to
positive opinion.

In contrast to these positive results it was found that greater than half of
the respondents (56.5%) find it difficult to find what they need on the WWW.
Nearly 20% feel that adding use of the W to their already busy day is 'one
more hassle'. Access to equipment was noted as the largest barrier preventing
increased student use of the web.

Technological innovations have historically failed to impact and change
K-12 education. The current environment toward telecommunication
technologies in education appears extremely favorable. Social and financial
support exists, along with great anticipation among teachers for access to the
WWW. However, technologically under-trained staff hinders diffusion of
technology in K-12 education. Many educators struggle with integrating the
massive amounts of available WWW based information into usable classroom

resources. Among educators believed to be early adopters of the WWW over

66

25% feel that there is too much information on the WWW to make sense of. At
the same time over 70% feel that the WWW helps them keep current on topics
they teach and 83% feel the WWW helps expand student interests. It is even
more encouraging to find that favorable opinion toward the WWW increases
with increased access and increased use, almost without exception.

In order for telecommunication technologies to be adopted in K-12
education the particular innovation-decisions of individuals must be understood
and anticipated. In an environment defined by limited training and resources
finding the proper medium between two main factors increases successful
adopfion:

1. Increase training. Increased training will lead to a more knowledgeable,
capable user group. Educators’ need to be trained on how to use the readily
available material in their instruction (integration). Educators’ also need to be
trained on finding existing information (navigation).

2. Resource development. Material on the web must be presented in a manner
that meets the pedagogical needs of the teacher (accommodation) and is
easily identified. Classroom content resources and training resources provide
a reason for educators’ to use the technology themselves and with their

students.

In addition to his writings and theory on diffusion of innovations Everett

Rogers has also written on the history of communication research. In his 1986

67

book, Communicatipn Technology, The New Media In Society, Rogers describes

the early roots of American communication Science. John Dewey, Charles
Horton Cooley, Robert E. Park, and George Herbert Mead bridged European and
American scholarship in the late 1800’s and early 1900’s to define the field of
communication research. Rogers describes these four as, ’. . .positivists, believing
in the amelioration of social problems through social science research.’ He
proceeds to describe that all four felt their research had the greatest effect when
applied to real world problems in real world settings, believing their studies
could make a difference. While this research is not likely to singly-handedly
solve all of the problems associated with the integration of technology in K-12
instruction, it does serve to begin creation Of a foundation for understanding

users of telecommunication technology in the K-12 setting.

68

APPENDICES

APPENDIX A

APPENDIX A
SURVEY INSTRUMENT

This survey is being conducted by the Great Lakes Collaborative (GLC), a service of
Wayne County Regional Educational Service Agency, to gain a better understanding of
our clients position and use of information technology. We would like to offer you
FREE, for your participation in this survey, a copy of the next GLC CD-ROM. Your
response will help us gain a better understanding of educators current uses and views of
the World Wide Web (WWW) enabling us to create the highest quality instruction
resources for use by all educators.

Your responses to the survey will be kept confidential. Your name and address will be

used only for sending you a copy of the next GLC CD-ROM. Please fill in the name and
address portion at the end of the survey to ensure delivery.

Thank you for your participation.

 

Will the World Wide Web Change the Classroom ?

Years teaching

Sex District

Grade currently teaching

State

County

Would you like a copy of GLC's next resource CD—ROM 'Multimedia Michigan'? YIN

69

1. Circle the number that indicates your level of agreement to the following statements:
1=Strongly Disagree, 4=Neutral, 7=Strongly Agree

 

S_D N SA "I feel confident I could...

I 2 3 4 5 6 7 1....sende-mailtoafriend.

l 2 3 4 5 6 7 2. ...open a web browser.

1 2 3 4 5 6 7 3. ...use an Internet search engine (e. g. Infoseek, AltaVista) related
to my subject matter interests.

1 2 3 4 5 6 7 4. ...search for and find the Smithsonian Institution Web site.

1 2 3 4 S 6 7 5 ...keep track of web sites I have visited so that I can return to
them later. (An example is using bookmarks).

1 2 3 4 5 6 7 6 ...create my own web page.

1 2 3 4 5 6 7 7 ...find primary sources of information on the Internet that I can
use in my teaching.

1 2 3 4 5 6 7 8. ...write an essay describing how I would use technology in my
classroom.

1 2 3 4 5 6 7 9. ...maintain a web server.

1 2 3 4 5 6 7 10. .. .use technology to collaborate with other teachers or students
who are distant from my classroom.

II. Please circle the most appropriate response.

1. I use the World Wide Web...

3+ hours daily 1+ hour daily daily weekly monthly rarely or never

2. At school I have access to the World Wide Web...
in my classroom in the building not at all

3. I use the World Wide Web primarily...
in my classroom in the school building at home

Please rank the following in order of use. Use each number only once.
(l=highest use, 2=medium use, 3=lowest use, enter N/A if not applicable)

4. "I use the World Wide Web...
_ for research on topics I'm teaching.
_ to find information on personal interests.
_ to allow student to access information Otherwise unavailable to them.

5. "I use the World Wide Web...
_ as a research tool for students.
_ for personal entertainment.
__ to obtain the most current information possible for classroom instruction.

70

[11. Circle the number that indicates your level of agreement with the following
statement:
l=Strongly Disagree, 4=Neutral, 7=Strongly Agree

 

§I_) N SA

1 2 3 4 5 6 7 l. The web has improved the way I present material to my
students.

1 2 3 4 5 6 7 2. Students quickly get off topic when using the web for research.

1 2 3 4 5 6 7 3. loan find an abundant amount of classroom information easily on
the web.

I 2 3 4 5 6 7 4. There is to much information on the web for me to make sense
of.

1 2 3 4 5 6 7 5. The web helps expand student interests.

1 2 3 4 5 6 7 6. When I think of the web I get a headache, my day is already to
busy!

1 2 3 4 5 6 7 7. The web helps me keep current on topics I teach.

I 2 3 4 5 6 7 8. Web information is good for recreation, but is inappropriate for
education.

1 2 3 4 5 6 7 9. Being able to connect to global resources is necessary for my classroom.

1 2 3 4 5 6 7 10. The web is dangerous for student use due to the large amount

of explicit material.

1 2 3 4 5 6 7 11. The web 'gets through' to students in ways books cannot.

1 2 3 4 5 6 7 12. The web is just another distraction from teaching.

1 2 3 4 5 6 7 13. The web enables me to cater to students needs and interests.

1 2 3 4 5 6 7 14. Increased student use of the web will lead to decreased need for

teachers.
1 2 3 5 6 7 15. I get frustrated when I get lost on the web.
1 2 3 4 5 6 7 16. Using the web helps me become more comfortable using a

computer.
17. It is difficult to find what I need on the web.
18. Students learn when they use the web.

.—
NN
U.)
A
U!
O\O\
\IQ

IV. Please rim_k the following barriers to student web use. Use each number only once.
(l=largets barrier, 4=least barrier, enter BB if it is Not a Barrier)

l -- 2 -- 3 -- 4

largest least

_ l. I have not been trained enough on use of the web to understand it well enough
to allow my students to use it.

_ 2. Limited access to equipment prevents me from allowing students to use the
web more frequently.

_ 3. Pressure from administrators prevents me from allowing students to use the
web more frequently.

_ 4. I already struggle to cover what I need to in a single day. Using the W is 'one
more hassle'.

71

Mailing information to receive GLC's 'Multimedia Michigan' CD-ROM

Name:
Address:

 

 

 

 

 

E-mail address:

 

YIN It is o.k. to contact me for future projects utilizing technology in education.

Thank you for you participation.

72

APPENDIX B

APPENDIX B

OPINION GROUPS

Opinion questions were created around five areas; instructional/ teacher
achievement, navigation, student achievement, content, and environmental
effects. Questions weren't designed to measure discrete aspects of these groups,

but rather explore Opinion based on these groups.

Instructional/Teacher Achievement

1.The web has improved the way I present material to students.

3. I can find an abundant amount of classroom information easily on the web.
7.The web helps me keep current on topics I teach.

13.The web enables me to cater to students needs and interests.

Navigation

4. There is too much information on the web for me to make sense of.
15.1 get frustrated when I get lost on the web.

17. It is difficult to find what I need on the web.

Student Achievement

5.The web helps expand student interests.

11.The web ’gets through’ to students in ways books cannot.
18.Students learn when they use the web.

Content

2. Students quickly get off topic when using the web for research.

8.Web information is good for recreation, but is inappropriate for education.
10.The web is dangerous for student use due to the large amount of explicit
material.

9. Being able to connect to global resources is necessary in my classroom.

’Environmental’ Effects

6. When I think of the web I get a headache, my day is already too busy!

12. The web is just another distraction from teaching.

14. Increased student use of the web will lead to decreased need for teachers.
16.1.3 sing the web helps me become more comfortable using a computer.

73

APPENDD< C

APPENDIX C

COMPLETE FINDINGS

Cross-tabs were calculated to examine the effect of access and amount of
use on opinion responses. Many of the cross-tabs proved insignificant based on
their chi-square value (greater than 0.05) and were not presented previously.

Cross-tabs for ALL responses are presented here.

74

RQ#1 - Does frequency of web use impact ’opinions' of the WWW (ex.
Educators think positively of the WWW yet never use it)?

     
 
   
  
  
 

T

 

  

Thewebhas

 
 
  
    

 
  
   

    
    
 

improved

the way I

present 61.9%

material to 38.1% 94.5%

   

students. 68.9%

I can find an
abundant
amount of
classroom
material on
the web.

The Web
helps me
keep current

on topics I 7
teach. 93.0% 95.1%

The web
enables me
to cater to
student
needs and
interests.

 

75

Table C-2:
too

    

much
information
on the web

for me to 46.
make sense 53.6%

0f-

I get

frustrated

when I get 41.8% 63.6%
lost on the 36.
web.

It is difficult
to find what
I need on the
web.

 

76

Table C-3: Student Achievement

The web
helps

expand 2.7%
student
interests.

 

 
   
   
   
    
 

The web
’gets

through’ to
students in
ways books
cannot.

 
 
   

   

     

7.4% 15.4%

84.5%

Students
learn when

they use the
web.

 

77

Table C-4: Content

 

 

 

 

 

 

 

 

 

Students At school "I have access...

quickly get Rarely 1+ 3+

off topic or Monthly Weekly Daily hour hour
when using never _ .' . dail _____y____dai1 '»
the web for Disagree 53.8% 69.2% 40.5% 48.1% 44.1% 48.1%
research. Agree 46.2% 30.8% 59.5% 51.9% 55.9% 51.9%

 

 

52.9% response (n=206)

 

 

 

 

Chi-square: .581

 

information
is good for
recreation,

but inappro- 91.2% 92.1%
Printefor 8.8% 6.7% 2.4% .9%
education.

.554

 
 
 

 

dangerous
for student
use due to
the large
amount of
explicit
material.

   
    

73.3%
33.3%

 

81.5% response

  

to connect to
global
resources is

necessary in

my . 91.0% 88.4%
classroom.

78

97.1%
2.9%

 

 
  
    
   
  

93.9%

 

 

Table C

think of the

web I get a

headache,

my day is 53.1% 65.
already to

busy.

The web is
just another
distraction

from

teaching.

student use
of the web
will lead to
decreased
need for
teachers.

Using

web helps

me become

more

comfortable 37.0% 16.7% 11.5% 6.1%
usmg a 63.0%

computer.

 

79

RQ# 2: Does location of WW access at school (in the classroom, the building,
or not at all) impact ’opinion' of the WWW?

Table C-6: eacher

The Web has
improved the

way I present
material to my
students

65.3%

 

   

   
 
     
   
     
 

  

I can
abundant
amount of
classroom
information
easily on the
web.

an

The Web helps
me keep current
on topics I teach

76.1%

The web enables
me to cater to
students needs
and interests.

 

74.8%

80

Table C-7:

 
 
 
 

 

  

There is too
much
information on
the web for me to
make sense of.

 
 
 
 

 
  

    

41.5%

 
 

I get frustrated
when I get lost
on the web.

It is difficult to
find what I need
on the web

 

81

Table C-8: Student Achievement

The web helps
expand student
interests.

The web 'gets
through ’ to
students in ways
books cannot.

 

 
   

  

Students learn
when they use
the web.

 
   
 
   
 

.2%

82

Table C-9: Content

 
 
 

  

Students quickly
get of topic
when using the
web research.

49.

 
 
      
  

  
 

 

Web information
is good for
recreation, but
inappropriate for
education.
86.9%

 

 
 
     

IS
dangerous for
student use due
to the large
amount of
explicit material.

.4%

 
   
    
 
 
     
 
   
 
  

Being able to
connect to global
resources 15
necessary in my
classroom.

69

 
 
      
    

83

Table C-IO: Environmental Effects

  
 

  

When I think of
the web I get a
headache, my day
is already to
busy.

 
   
   
   
 

The web is just
another
distraction from

83.0%

Increased
student use of
the web will lead
to decreased need
teachers.

helps me become
more comfortable
using a
computer.

 

84

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