A study of factors influencing type II microcomputer usage in the United States public schools

Abstract

In the United States, it is estimated that over 50% of our schools are now using at least one microcomputer, and that number is increasing rapidly. Currently, the most available software are Type I programs of the more traditional drill and practice method of instruction. However, fewer programs of Type II, which many educators consider to be of the greater educational value are available to educators. These Type II programs teach the skills involved in higher levels of cognition such as problem solving and writing, and to expose students to experiences not currently available in the classroom such as microcomputer simulations.

The purpose of this study was to explore and compare the use of Type I and Type II educational microcomputer software in the public schools. Variables that effect the use of each type were examined. Particular attention is given to the amount of structured time (teacher directed) and free time (student initiated) on microcomputer instruction.

A survey instrument was sent to 1508 randomly selected public school building principals throughout the 50 United States, that solicited from the respondents their opinions on three distinct types of microcomputer usage; Type I, Type II, and Non-instructional games. It was found that in general, microcomputers were used to a greater extent in the classroom when faculty used them more on their own time. Type II programs were used proportionately more in the classroom when faculty had a more favorable view of Type II software, were more familiar with microcomputer use in general, and when they used them on their own time. Type II programs are also used proportionately more in the classroom when the students' general use of microcomputers was greater, and when they were exposed more to Type II programs. Furthermore, students used Type II programs more in their unstructured time when the faculty viewed that software favorably. Finally, of particular interest is that when faculty was more familiar with the use of either Type I programs, or non-instructional games. Type II usage was significantly lower.