Karen Sirgany

Publication Date


Document Type


First Advisor

Stratton, Susan

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


School administrators--Illinois--Attitudes; Public schools--Information technology--Illinois; Rural schools--Information technology--Illinois; Public schools--Illinois--Administration; Rural schools--Illinois--Administration


The purpose of this study was to examine the perceptions of technology directors to computer acquisition and usage in their rural Illinois K–12 unit school districts. Technology directors completed an online survey. Professional development, accessibility of computer technology, cost of computer technology, time availability, administrative and technology department support, speed of connectivity, and student use of computer technology were eight areas covered in the research. Results showed 87% of responding schools offered staff development to teachers, which was consistent with national research, and 96% of technology directors perceived the need for staff development, which was higher than teacher perceptions based on national data from teachers. Responses of technology directors were consistent with national statistics in Internet connection with virtually every district being connected. Responses were also consistent with the ratio of students to computer—approximately five students per computer. The majority of respondents reported T-1 connections were the main Internet connections. National figures reported fewer T-1 connections and more wireless and cable connections. National research reported 82% of teachers believed there was a lack of release time to use computers, 85% of technology directors perceived teachers needed more time to work with colleagues, and 93% thought teachers needed more time for computer technology. Data were inconsistent with national results in the area of technology support. Eighty-three percent of technology directors responded technology staff assisted teachers in integrating computers into the curriculum, but 68% of the teachers believed there was a lack of technology support regarding integration of computers into the curriculum. Ninety-four percent of respondents perceived that teachers had easy access to computer support, but 68% of teachers had concerns about technology support in usage of computers. Further inconsistency dealt with computer training being offered at convenient times. Eighty-one percent of technology directors thought computer training was offered at convenient times, but 82% of teachers were concerned with a lack of release time. Approximately 80% of technology directors perceived teachers had the hardware and software needed for computers, but 82% of teachers thought there was an insufficient number of computers, and 58% thought there was a lack of good instructional software.


Includes bibliographical references (pages [148]-159).


xiii, 178 pages




Northern Illinois University

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