Result: Microcomputers in Michigan elementary schools: Fad or function.

The problems investigated in this research are: (1) How are microcomputers currently being used (a) for general instruction; (b) as a supplement to instruction; (c) for enrichment purposes; (d) as a utility; or (e) in other ways; (2) What types of students are using microcomputers in Michigan elementary schools? (3) How often are microcomputers being used by these students? A survey of a r and om sample of Michigan elementary schools was drawn, stratified by five geographic regions. Two hundred and fifty five principals (63.4%) responded to a 26 item questionnaire. Major findings are as follows: (1) Ninety-four percent of the Michigan elementary schools surveyed currently use microcomputers in school; (2) Half of the elementary schools have twelve or more computers; (3) Students most likely to use computers are "regular" classroom students (94%), special education (75%), and gifted (56%); (4) Most children (63%) are introduced to computers in Kindergarten; (5) Drill and practice remains the predominant use (97%), followed by tutorial programs (87%) and games (89%); (6) Seventy-two percent of the elementary students use computers for thirty minutes or less per week; (7) Computer usage in schools is dependent upon the number of computers available; (8) Urban schools have significantly fewer computers than suburban and rural schools and fewer teachers who use computers with students. The following conclusions were drawn: (1) Microcomputers are not currently a part of the instructional process in Michigan elementary schools. Rather, the computer is an "add on" component; (2) Schools do not stipulate any prerequisite skills for students who use computers. As early as preschool, students are compelled to "hunt and peck" on the keyboard; (3) Computer instruction is, for the most part, limited to lower levels of learning--mainly knowledge of facts and figures; skills which can augment other kinds of learning (critical thinking, writing, programming) are not often used; (4) While the major subject area emphasis is in reading and math, there is emergent use of computers in science, social studies, writing, spelling, and language; (5) Urban schools are lagging behind suburban and rural schools in the utilization of computers for instructional purposes.