Barriers to the Use of Computers in the Classroom: A Comparison of Teachers’ and Principals’ Perceptions
PROCEEDINGS
Angus J. MacNeil, University of Houston, United States ; Doris Prater, University of Houston-Clear Lake, United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Principals need to encourage the use of technology in learning. The barriers to the use of computers in the classroom as perceived by teachers and principals is important. This study found the rankings for teachers and principals on barriers were identical. The highest-ranking problems for both groups were lack of time and lack of computers. None of the barriers were seen as major problems. Results of a mixed design ANOVA indicated a significant main effect for barriers, no significant effects for either level of educator or interaction of level and barrier were found. Selected follow up post hoc comparisons using Tukey's HSD were used to identify significant differences among the barriers for each of the two groups. There were significant differences in the mean ratings for the "Lack of Time" and the "Lack of Administrative Support". Both groups rated the lack of time as significantly more of a problem than lack of administrative support.
Citation
MacNeil, A.J. & Prater, D. (2001). Barriers to the Use of Computers in the Classroom: A Comparison of Teachers’ and Principals’ Perceptions. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2390-2392). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/17187/.
Keywords
References
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