Integrating Technology Into School Programs Responses to a questionnaire that were previously reported (McRay & Fitch, 1996) were examined to determine the primary factors that affect computer use by public school speech-language pathologists. It was found that the primary factors could be grouped into three areas: motivation, training, and opportunity. An analysis of the questionnaire ... Research Article
Research Article  |   April 01, 1997
Integrating Technology Into School Programs
 
Author Affiliations & Notes
  • James L. Fitch
    Auburn University, Auburn, AL
  • Laura Beth McRay
    Auburn University, Auburn, AL
  • Contact author: James L. Fitch, PhD, Department of Commumcation Disorders, 1199 Haley Center, Auburn University, Auburn, AL 36849.
    Contact author: James L. Fitch, PhD, Department of Commumcation Disorders, 1199 Haley Center, Auburn University, Auburn, AL 36849.×
Article Information
School-Based Settings / Research Articles
Research Article   |   April 01, 1997
Integrating Technology Into School Programs
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 134-136. doi:10.1044/0161-1461.2802.134
History: Accepted June 17, 1996 , Received July 18, 1996
 
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 134-136. doi:10.1044/0161-1461.2802.134
History: Accepted June 17, 1996; Received July 18, 1996

Responses to a questionnaire that were previously reported (McRay & Fitch, 1996) were examined to determine the primary factors that affect computer use by public school speech-language pathologists. It was found that the primary factors could be grouped into three areas: motivation, training, and opportunity. An analysis of the questionnaire responses is presented and suggestions for planning for the integration of computers into public school settings are included.

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