Washington Business and Technology Institute - PPAA15 (Pan Pacific and Asian American Forum)

A paper published by the International Conference on Technology
and Education inspired experience for the Implementation of
Computer Education in Asian Public Schools
By Tiffany Chang

The following is the main context of a papper by Dr. Tony T. Lei after his research of the implementation of computer education in U. S. public schools. The former paper on the computer education in U. S. public schools was published by the International Conference on Technology and Education for its ICTE New Orleans 1996 Conference:
"To implemente computer education to public schools has been very interested by several Asian countries. In this era, there are three ingredients for a successful economy and business in the knowledge economy world: (1) continually advancng technology, (2) entrepreneurship, and (3) innovation. To learn and to imitate is one of the practical ways fo entrepreneurship. By following this philosophy, American experience and practice may play a role to increase the possibility of success for our implementation.
A study has tried to discuss several major pitfalls that have prevented planned changes in computer education from being successful. To cope with those obstacles, Agoura High School had a successful experience in implementing compute education. Research result revealed that the computer group surpassed the non-computer group in post-test mathematics scores after they were adjusted for initial differences in pre-test mathematics scores and for actual days of attendance. Microcomputes has been considered to be an effective tools for learning by Agoura High.
The following pitfalls were the reasons why funds were ceased fo its ineffectiveness of the implementation of computer education though superficial success was reported by East Vermont Elementay School:
(1) Ineffective Communication
Teachers who were responsible for the implementation of the change were not informed adequately and fully. Institutional members wee mostly lacking clarity about the change that they were being requested to implement. More than half of the teachers influenced by the innovation did not have a clear image of the role play and work performance expected of them.
(2) Lack of Developed Constituencies
Before the implementing of the computer class, few effort was devoted to establish constituencies, neither it was there during the implementing. The high frequency of fail in efforts at change could in part be attibuted to the failure to see teacher as a constituency.
(3) Ignorance of the Organizational Dynamics
A review of the Vermont's story could let us know that one of the obstacles was that organizational conditions existing prior to and during the innovation's introduction were imcompatible with the innovation. Information were not provided by management in advance concerning the change, the need for it, and the way in which it would influence the people involved.
(4) Lack of Effective Evaluation
There was no formative evaluation before the implementation of the computer class program. Summative evaluation was also weak without the using of any proper achievement test.
In short, there is no doubt for us to agree that pitfalls must be considered in implementing and sustaining changes in a public school."
Dr. Tony Lei, President of Washington Business and Technology Institute, pointed out, "Computer education has been an urgent need for many schools in Asia.
It is clever for us to learn entrepreneurship which has brought America the leading, prosperous, and advanced country in this world. It will help our implementation of the computer education better by using entrepreneurship with modern knowledge and technology."
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