Using Subjective Norms to Predict Teachers' Computer Use

This study examined the predictiveness of several personal variables of elementary school teachers to their use of available computers for teaching (N = 138). Teachers from 12 schools completed questionnaires that assessed (a) three levels of computer use, (b) subjective norms, (c) innovativeness, (d) perceived relevance of computers to teaching, and (e) self-competence in the use of computers. Data on age, gender, and years of computer experience were also collected. Logistic regression procedures were used to analyze the relationships between teacher characteristics and computer use. About one-third of the teachers reported not using computers for teaching. Subjective norms were most closely related to teachers' computer use. The results suggest the need to consider subjective norms when planning training intervention or differential staffing for reconciling teachers and their computer use.