Executive Summary

A case study approach was used to collect data on how Alberta schools were currently using the Internet and how teachers were learning to use it, as well as data on the perceptions of educators and parents of its value as an educational tool.

The study took place in six schools in Alberta in the Winter 1997. The study schools are described in the report in terms of five "traditional" schools and three "virtual" schools. For the purpose of this report, a virtual school is defined as a school or a program within a school serving students off-site and delivering instruction primarily through electronic communications. The five traditional schools included two K-6 schools, a K-9 school, a 7-9 school, and a 10-12 school. The three virtual schools included a 3-6 school, a 7-9 school, and a Grade 10 program offered within a traditional school.

Five research assistants, under the guidance of the co-investigators, conducted 30 hours of interviewing and informal observation of Internet use in the schools. Observations were recorded in field notes and interviews were tape-recorded. Data from the interview transcripts and fieldnotes were analyzed by the co-investigators using content analysis and cross-case comparison techniques.

The findings from these case studies were reported under four headings, including perceptions of educators and parents of the value of the Internet, the use of the Internet by educators and students, knowledge of and training in Internet use, and the impact of the school context on Internet use. The findings in each of these areas have been summarized below:

• Teachers, principals, and parents were excited by the potential of the Internet because of the quantity and currency of information available, information that they perceived would otherwise be unavailable to them. However, concerns over the quality of the available information and schools' approaches to controlling access were raised.
• A limited number of teachers and students were currently Internet users. Teachers and students were using the Internet in a variety of ways but mostly as a communication tool. Teachers were overwhelmed and frustrated by the vastness of the Internet and many were unaware of what was available. Limited time for surfing was a major concern for all parties.
• The level of Internet knowledge and amount of prior experience influenced the teacher's willingness to use it. Inservicing was one way of increasing Internet knowledge and skill, however, having a mentor on staff was as valuable. An interest in learning about the Internet and a willingness to invest the time needed to learn to use it productively were also important.
• The location of Internet access in the school, the capabilities of the available computers, the vision and support of the administration and community support were all factors within the school context that directly influenced the teachers willingness to use the Internet.
• Teachers and students had little knowledge of search engines and search strategies to make more efficient use of Internet resources.

The case studies findings will be used to guide the design of a province wide survey focusing on how the Internet is being used to enhance learning in the schools of Alberta. The survey will provide base line data about the successes and problems with the use of the Internet as an educational tool. The studies have also opened up a new area of inquiry related to teachers' knowledge of information searching strategies within the context of research as a literacy task. This will be the focus of a further study beginning in September 1997.

We can have all the technology in the world but unless we know how to use it and feel comfortable, and have someone who supports us and guides and encourages us and excites us to want to use it, it's not going to get used. (Principal)