Regional Decision-Making Practices in Technology Diffusion.
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| Title: | Regional Decision-Making Practices in Technology Diffusion. |
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| Language: | English |
| Authors: | Miller, Stephen K., Brenner, Doris B. |
| Peer Reviewed: | N |
| Page Count: | 62 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Decision Making, Diffusion (Communication), Educational Technology, Elementary Secondary Education, Resource Allocation, School Districts, State Programs, Technological Advancement |
| Geographic Terms: | Kentucky |
| Laws, Policies and Program Identifiers: | Kentucky Education Reform Act 1990 |
| Abstract: | Equity, the driving force of the Kentucky Education Reform Act of 1990, serves as the underpinning for an array of initiatives including the Kentucky Education Technology System (KETS). Sparse research exists on decision-making practices relative to equity measures associated with the distributions of KETS resources. The purpose of this exploratory study was to examine the decision-making process and its effects on discretionary practices affecting technology diffusion. Four districts were selected for maximum variation with respect to size and urban/rural designation within one administrative region of Kentucky. Findings indicate that key decision makers held similar positions (the school superintendent, instructional supervisors, and district technology coordinator), all districts acknowledged the value of KETS funding, and the process of implementation was complex. Differences across districts involved the degree of programmatic latitude available, responses to resource availability, political pressures, and extant levels of technological knowledge. Regarding equity, larger districts demonstrated greater levels of technology implementation including percentage of schools connected to the Internet and better teacher workstations ration, but more students using each KETS computer. All results must be viewed with caution based on the small sample of districts. Four appendixes contain a map of the districts and cover letters and instruments used in the study. (Contains 46 references.) (SLD) |
| Entry Date: | 2004 |
| Accession Number: | ED481099 |
| Database: | ERIC |
| Abstract: | Equity, the driving force of the Kentucky Education Reform Act of 1990, serves as the underpinning for an array of initiatives including the Kentucky Education Technology System (KETS). Sparse research exists on decision-making practices relative to equity measures associated with the distributions of KETS resources. The purpose of this exploratory study was to examine the decision-making process and its effects on discretionary practices affecting technology diffusion. Four districts were selected for maximum variation with respect to size and urban/rural designation within one administrative region of Kentucky. Findings indicate that key decision makers held similar positions (the school superintendent, instructional supervisors, and district technology coordinator), all districts acknowledged the value of KETS funding, and the process of implementation was complex. Differences across districts involved the degree of programmatic latitude available, responses to resource availability, political pressures, and extant levels of technological knowledge. Regarding equity, larger districts demonstrated greater levels of technology implementation including percentage of schools connected to the Internet and better teacher workstations ration, but more students using each KETS computer. All results must be viewed with caution based on the small sample of districts. Four appendixes contain a map of the districts and cover letters and instruments used in the study. (Contains 46 references.) (SLD) |
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