| This case study examined teachers' comfort level with and usage of computer technology for instructional purposes. The study was conducted in six elementary schools containing junior kindergarten (JK) through Grade 6 in a southwestern Ontario district school board whose pseudonym was Rivers School District. Although many teachers used computers to create report cards, lesson plans, assessment/evaluation devices such as rubrics, and newsletters to parents, few data were available concerning to what degree teachers made use of computers as a regular part of instruction. In order to plan effective professional development for teachers, this study was conducted to determine (a) the extent to which Rivers School District teachers used computers as instructional tools with students; (b) the barriers to using computers, if any, in the Rivers School District; and (c) the JK--6 teachers' self-perceptions regarding using a computer as an instructional tool with students.; The results showed that the majority of teachers had not received training and support to assist them in using a computer as an instructional tool with students. Data indicated that barriers to computer integration existed in the district, including the lack of staff development, updated and reliable equipment, and technical support. The majority of staff reported being part of the early majority or late adopter groups.; The findings suggest that if barriers were eliminated, more attention could be devoted to teachers using computers as instructional tools. When staff development occurs, it allows teachers to prepare students in the information/communication age. |
