A Comparison of Educators’ and Professionals’ Expectations for a Statewide Educational Technology Center

Abstract

This research was designed to identify the needs to be addressed by an educational technology research and development center. A 28-item survey with Likert-type choices was administered to (a) Texas independent school district representatives, (b) attendees at the 1990 Texas Computer Education Association (TCEA) Conference, (c) 1991 TCEA conference attendees, and (d) subject matter/area consultants in the Texas Education Agency (TEA). Survey results will help establish priorities for centers devoted to K-12 educational technology. Two hypotheses regarding expectations for such centers were tested. Hypothesis 1 was that all groups would have the same expectations; Hypothesis 2 was that no difference in expectations would exist between the different year conference attendees. Hypothesis 2 was supported and Hypothesis 1 was not supported. Conclusions are that educators desire inservice training on technology topics, and planners for educational technology centers should provide a variety of dissemination models to aid existing educational technology support personnel. Furthermore, educators and professionals want results that will benefit them immediately.