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If school-based computer coordinators spent more time helping teachers understand how computers can best be used in U.S. classrooms, would students use school computers more routinely in their academic work? My analysis applies innovation diffusion theory to U.S. public school data (n = 6,085) from Stage II (1992) of the Computers in Education Study (CompEd) conducted by the International Association for the Evaluation of Educational Achievement (IEA) (Pelgrum, Janssen, & Plomp, 1993). I investigate effects of the allocation of computer coordinator work time on incidence of student computer use in academic subjects in Grades 5 and 11. Findings suggest that teacher support is more critical to student use than student support, that effects differ in different grades, and that the effectiveness of technology support for teachers may be contingent on the degree to which the computer coordinator’s job resembles that of the client teacher.
Hester L. Fuller (Thu,) studied this question.