The Role of School-Based Technology Coordinators as Change Agents in Elementary School Programs

Abstract

This article describes a follow-up study that investigated the skills and strategies used and outcomes effected by computer coordinators in three elementary school programs. The purpose of the present study was to revisit those same three schools, seven years later, to examine current levels of computer use and related implementation issues. Results across cases suggest that, while barriers to increased technology use have been eliminated or minimized due to the work of the coordinators, many obstacles still remain. One finding of particular importance involves the coordinators’ plans to “work themselves out of their jobs.” That ambitious goal appears to have underestimated the degree to which educational change with technology is a moving target that requires ongoing coordination and support.

Keywords:

• computer coordinators
• inservice training
• technological change