Focus groups conducted with 54 elementary & secondary teachers. Asked participants, groups of 4, to share experiences, ideas and concerns related to computer technology in the classroom.

“Clearly, changes are occurring with respect to the integration of technology in the classroom (Windschitl & Sahl, 2002). In many cases, there is a reported shift in the teacher’s role with teachers assuming the role of facilitator (e.g. Schofield, 1997), interacting with students more and conducting fewer whole-group lessons. Long-term changes, however, are slow (e.g. Sandholtz et al ., 1997) and mechanisms that support these changes, like the barriers that inhibit them, are not wholly understood.” p. 185.

Quantitative - survey

• 3.7 hrs per week computer use at home vs. 2.1 at school.

Qualitative

• Six content themes identified. Support issues and Teacher level issues being the dominant them. (37.4% and 31.1% for elem, secondary similar).

• Support Issues - a large proportion of which was Material Resources. (eg. equip., Internet resources, software, programs and systems).
  • Included supervision of students (40 computers vs. 600 students - thus problems of access / rotation).

• Teacher level issues - Philosophy and beliefs regarding the use of computers.
  • If and when they should be used. Teaching methods and strategies
  • Access and location issues.

“Similarly, the focal point for the majority of discussions in the focus groups in the present study centred on the need for personnel and material resources to support their integration of technology” p 202.