Computers in Indiana secondary education family and consumer science classrooms : current use, needs, and wants

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Coronato, Ginger
McFadden, Joan R.
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Thesis (M.A.)
Department of Family and Consumer Sciences
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This study has presented an overview of the number of teachers in Indiana Family and Consumer Science (FACS) classrooms that use computers, in what ways they are used, and methods for increasing usage. Evidence was gathered through a survey mailed to all Indiana FACS teachers. Just over fifty percent of those teachers responded to the survey. Of those respondents, a vast majority is computer users and most are reasonably confident or very confident in their computer skills. Of non-users, lack of time to spend on developing computer related lesson plans was one of the factors most chosen as an influential reason to prevent the use of a computer. As for computer users, evidence shows that word processing, grade tracking, materials generation, and internet surfing are the primary uses of the computer for FACS teachers. Of the ten choices given, users and non-users alike claim that having additional computers available and more appropriate software programs would influence their use of computers for the better. The majority of respondents state that if in-service training were provided, they would prefer subject matter specific training.