Introduction of electronic communication technology into schools

Eric N. Wiebe
NC State University
Raleigh, NC, USA

During the second half of the 1990's, computer-based networks began making the same inroads into public schools in the US as they have already made into the business and higher education communities.  Network-based communication such as electronic mail (e-mail) has been touted as offering immense potential for improving the effectiveness of communication.  However, this technology, as has been the case with prior technologies, has often met with resistance when introduced into schools. Looking for the roots of this resistance is a complex process that must take into account the context in which the technology is placed.  While many appreciate the technical hurdles that must be overcome to integrate new technologies, the interaction of technology with the social and organizational aspects of a school is often overlooked.  
Surveys and site-based interviews and observation were used to examine the introduction of electronic mail (e-mail) into three elementary schools.  A contingency model of technology adoption by organizations was used to develop the instruments and interpret the results.  Surveys were given to all of the school staff to capture information on key factors such as: expectations for e-mail, influence of peers and administrators, training, technical support, and other logistical factors.  On-site observation was used to expand on the findings of the surveys.  
Strong differences were seen between the schools in their use of the new email system and in their responses to questions pertaining to various contingency factors.  In addition, significant correlations were found between the contingency factors and self-reported e-mail usage.  The site-based experimental design provided for strong external validity by looking at the user populations at a group of schools in a holistic manner.  The study was able to look at user population consisting not just of certified classroom teachers, but also non-certified teaching assistants and support staff.  The results of this study not only point to the importance of attending to the contingency factors identified in this study, but understanding many other factors are playing a role in the adoption of technology in organizations.  Recommendations include expanding studies such as this to include longitudinal analysis over a longer period of time than this study allowed.  These results have implications not only for future introductions of technology into schools, but also for the business community.

Presented at the IES 2000/HFES 2000 Congress. August, 2000, San Diego, CA, USA