The role of the school principal in computer education

Abstract

This paper has presented some information regarding administrative policies and practices regarding the educational use of computers, attitudes of principals, and equity issues. Such information is not easily summarized, especially when one considers the amount of variability that exists both between educational levels within countries as well as between countries. There are several observations that can be offered, however. First, there is generally restricted penetration of computers into schools in many countries while, in other countries, computer use is widespread. Second, although computer use is limited in many countries, school principals have generally favorable attitudes towards technology and the use of computers in education. This may be one of the most notable findings in this paper and suggests that even though computer use was not widespread at the time of data collection in 1989, there is a climate of receptivity towards the use of computers in schools. Third, findings with regard to equity issues reveal that countries are highly variable. Some countries have clearly developed policies while other countries have not addressed these issues yet. It will, of course, be interesting to see what changes occur between the first and second stage of the COMPED study.