{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20045"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20045","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Computer technology: Building level implementation of a district priority","abstract":"The implementation of technology involves change at the classroom and school levels that requires district pressure and support. This case study examined the implementation of computer technology from both district and school perspectives. It focused on how technology became a district priority as reflected by organizational goals, long-term plans, time devoted to topic, funding, and policy and guidelines. It looked at how implementation varied in elementary, middle, and high schools in the district. It identified factors that led to variations in the way computer technology was implemented across grade levels. One significant conclusion is that most people in the district were using computers to improve current instructional practice rather than explore new educational practices, enabled by computers, that might be superior to old ways. Implementation seemed more successful in schools that had a key individual or group of individuals coordinating and supporting teachers' use of technology. The study participants' perceptions of barriers to change and facilitators of implementation seemed unrelated to grade level. Participants needed a knowledge base, computer skills, and organizational support in order to implement technology. Once those factors were in place, a lack of resources, particularly equipment and inservice, became the main barrier.","abstract_html":"The implementation of technology involves change at the classroom and school levels that requires district pressure and support. This case study examined the implementation of computer technology from both district and school perspectives. It focused on how technology became a district priority as reflected by organizational goals, long-term plans, time devoted to topic, funding, and policy and guidelines. It looked at how implementation varied in elementary, middle, and high schools in the district. It identified factors that led to variations in the way computer technology was implemented across grade levels. One significant conclusion is that most people in the district were using computers to improve current instructional practice rather than explore new educational practices, enabled by computers, that might be superior to old ways. Implementation seemed more successful in schools that had a key individual or group of individuals coordinating and supporting teachers' use of technology. The study participants' perceptions of barriers to change and facilitators of implementation seemed unrelated to grade level. Participants needed a knowledge base, computer skills, and organizational support in order to implement technology. Once those factors were in place, a lack of resources, particularly equipment and inservice, became the main barrier.","abstract_has_math":false,"creators":["Quinlan, Jane Ellen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ward, James G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:27:04Z","date_published":"2011-05-07T12:27:04Z","updated_at":"2026-07-22T22:25:15Z","subjects":["Education, Technology of","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1996 Quinlan, Jane Ellen"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591088311","AAI9702646","(UMI)AAI9702646"],"render_values":[{"text":"9780591088311","href":null,"code":true},{"text":"AAI9702646","href":null,"code":true},{"text":"(UMI)AAI9702646","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20045","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward, James G."]},{"key":"dc:creator","label":"Author","values":["Quinlan, Jane Ellen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:27:04Z","10000-01-01","1996"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1996 Quinlan, Jane Ellen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591088311","AAI9702646","(UMI)AAI9702646","http://hdl.handle.net/2142/20045"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The implementation of technology involves change at the classroom and school levels that requires district pressure and support. 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