The Introduction of Computers in an At-Risk Learning Environment

The purpose of the present investigation was to gain a retrospective view of the infusion of computer technology at a large, predominantly ethnic/racial minority, inner-city high school serving at-risk students. To obtain a view of the effects of the introduction of computer technology over the seven-year course of the study, three methodologies were used: (a) in-depth case studies of a sample of students, teachers, and administrators; (b) classroom observations of students and teachers during the use of technology; and (c) a self-esteem index administered to a group of students. Students felt more confident and competent about using technology after exposure in a computer laboratory; there was also a significant difference between measured self-esteem of a sample of students before and after exposure to computer technology. Based on interviews and observations, teachers were categorized in three groups that focused on their use and perceptions of computer technology in their teaching. Administrators expressed a desire for teachers to become more proficient in integrating course content and available computer technology into lessons for at-risk students participating in this investigation.