Evaluating computer technology integration in a centralized school system

Abstract

The study evaluated the current situation in Cyprus elementary classrooms regarding computer technology integration in an attempt to identify ways of expanding teachers' and students' experiences with computer technology. It examined how Cypriot elementary teachers use computers, and the factors that influence computer integration in their classroom practices. To address the study's research questions, an evaluative case study design was applied. It employed a mixed method approach through the usage of structured questionnaires and semi-structured, open-ended interviews as the major methods of data collection. Quantitative and qualitative data gathered from a sample of Cypriot teachers who where identified as high and low computer use ones. The results of the study revealed that computers are not extensively used in classrooms. When they are used in classrooms, it tends to be in a rather sporadic fashion, more as supporting tools or fancy chalkboards than as educational tools. Few teachers were found to use computers in any sort of progressive way. Three categories of factors (personal, professional and organizational) that influence teachers in applying computers in their classroom practices were identified. They shed light in explaining the level and kind of computer integration in Cyprus elementary schools. The outcomes confirm the findings of other studies conducted in different educational settings regarding computer usage as well as the factors that influence computer integration. Consequently, the study suggest ways of expanding teachers' and students' experiences with computer technology, poses questions for further research regarding the potential approaches to computer technology integration and the philosophy that underlies computer integration in schools. © 2007 Elsevier Ltd. All rights reserved.