GILBERTSON ANDERSON, MARY SOLVEIG; EDD

                         GONZAGA UNIVERSITY, 1992
 
                         EDUCATION, TECHNOLOGY (0710); EDUCATION, GENERAL (0515); EDUCATION, ADMINISTRATION (0514)
 

                         This qualitative study described the diffusion of the computer as an innovation over a ten year period in
                         one rural school district in Washington state according to three phases of the change process: the
                         Adoption Phase, the Implementation Phase, and the Continuation Phase. Data were analyzed for
                         patterns concerning the meaning given to the change effort by the innovators and early adopters in the
                         district. A case study research strategy was used to collect data from the school district. Ten innovators
                         and early adopters were interviewed, documentation of board meetings and committee meetings was
                         collected, and video tapes were made of classroom instruction and meetings. Triangulation was used to
                         assure reliability of the data and a data base of all materials collected was organized and stored. Nine
                         conclusions were drawn from the findings of the three phases of the change process. The first six
                         conclusions came from the Adoption Phase of change: (1) Innovators believe education can benefit as
                         much from technology as society has benefitted; (2) software decisions should come before hardware
                         decisions; (3) computers are complex innovations because they involve both software and hardware
                         decisions; (4) computers are complex innovations because they are used differently within each
                         curriculum area; (5) computers are complex because they are an open-ended innovation used by
                         innovators; and (6) planning for the diffusion of computers in education should be done within or among
                         curriculum areas. Analysis of the Implementation Phase led to the conclusion that computers support
                         existing educational philosophy and this support assisted individuals in developing a shared meaning.
                         The two conclusions from the Continuation Phase were that administrative support is a key to successful
                         change and computers generate new curriculum. Four patterns of meaning surfaced when the data were
                         analyzed. First, the interviewees perceived the computer to create a learning environment that was
                         useful for all students, including those with handicaps, and for teachers, administrators, staff, parents,
                         and community members. Second, the computer was perceived to bring out the potential of the
                         individual learner. Third, the participants believed the computer allowed students to enjoy learning and to
                         take ownership for their own learning. Finally, the participants considered it necessary to teach computer
                         skills to prepare students for the workplace. The mission statements of the schools in the district
                         corroborated the perceived meaning of the participants in the computer as an innovation. Their
                         educational beliefs were compatible with the meaning given to the computer.
 

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