Access and the use of computers in secondary schools: Clarifying a lucid paradox

When discussing access, it is imperative to consider not only the access educators have to the use of computers in the classrooms, but the access they need in order to prepare lessons, to find new knowledge and to plan their lessons at their own time. The present study surveyed a sample of 1528 heterogeneous secondary schools educators of which 812 responded. The results provided a detailed summary of educator characteristics that best define educators who have access to computers and are integrating the use of computers into their lessons. Two dimensions (that is, access frequency and access limitation) of access to computers were initially investigated. Exploratory factor analysis revealed that only a single factor solution was necessary. The implications for computer training and the supportive role of the school principal are discussed here.