Educational computing and instructional applications of the Internet can be powerful tools to help our students learn. The impact of the Internet on instructional practice and learning requires, among other things, reliable access
to Internet connected computers and the availability of technical and educational support. The development of educational networks to support such efforts is complex and costly. Therefore, reliable information about the use of computing and the Internet
in public
schools is needed to help make informed decisions about future educational investments and to monitor impacts.
To develop such information the Missouri Department of Elementary and Secondary Education, Division of School Services, is supporting an on-going evaluation of the impact of instructional computing. The development of the 1997 Missouri Census
of Instructional Computing is a part of that effort. The census was conducted by
the Office of Social and Economic Data Analysis (OSEDA) in cooperation
with Department staff and the Missouri Research and Education Network
(MOREnet). Data collection
among Missouri's elementary and secondary schools occurred between February and July of this year. This initial report summarizes the results. Several more detailed reports based on the census data will be forthcoming. For additional information
about the 1997 Census of Instructional Computing see the Department of Elementary and Secondary
Education web site at http://www.dese.state.mo.us.
OVERVIEW OF THE CENSUS
A "census" methodology was used to gather information from all Missouri School Districts and Schools. Often survey projects draw inferences about a population by measuring the characteristics of a relatively small, usually random, sample of the larger
population. However, Missouri School Districts have very diverse characteristics and also have widely different levels of technology. To establish definitive baseline information every district and every school was enumerated and data sought from all
of them--a census. Extremely high response rates were achieved and the
resulting information is the most definitive available.
The Missouri Computing Census includes three questionnaires:
The District Computing Census
assesses
the overall extent
of Internet networking at each Missouri School District. Completed by district level technology specialists, ninety-six (96) percent of Missouri Districts (504 out of 525) are
included in the census.
The Building Computing Census assesses the
level of Internet
connectivity for each building. Completed by building level staff with technology responsibilities, ninety-seven (97) percent of Missouri Schools (2,132 out
of 2200) are included in the census.
The Building Instruction and Computing
Census assesses the
extent to which students and teachers have access to the Internet, the extent to which they use it for instruction and the extent to which they think it benefits
instruction in their school. Completed by building level instructional leaders, 85 percent of Missouri Schools (1,871 out of 2,200) are included in the census.
Summary Results
The results of each of the three census questionnaires are summarized below including associated tables and charts. A section entitled "notes" includes important details about how the census was
conducted and certain definitions used. An Appendix includes copies of the questionnaires and a brief comparative analysis of the schools and districts included in the census.
