e include modem, slip/PPP, 56Kb, ISDN, T1 lines, and T3 lines.
Existing plan for connection by the year 2000. One encouraging aspect of connectivity is the expanding number of states with plans for connectivity by the year 2000. Given this factor, the potential of schools is assessed against whether or not they have included connectivity in their plans, classified as included or not included.
Technical support. The level of technical support a school has is a key factor in determining how easily a school obtains and maintains connectivity. This dimension is defined by two levels -- low, which indicates low availability of technical support supplying only reactive services when a problem arises, and high, which indicates high availability and proactive system maintenance.
The consensus of the needs assessment team was that the most important technology infrastructure dimensions were points of connectivity and number of instructional rooms having access to the Internet. To increase WWW use in the classroom, points of connectivity must increase from the current 14 percent with connection to the school. The number of instructional rooms with WWW connections also needs to increase from the current 43 percent with only one room connected.
Teacher factors that impact the use of the WWW in classroom instruction include internal, personal characteristics and external characteristics related to what the teacher does. By examining internal characteristics such as attitude, skill, and knowledge, one can influence how (and if) the WWW will be used and the probability of its being used once access is obtained. External factors include classroom and teacher assignments. Seven dimensions were found that categorized the important areas related to how teachers use the WWW in the classroom.
Technical skill. Technical skill refers to the ability of the teacher to use and integrate the WWW in the classroom. Three categories were used to define this skill level: low, medium, and high.
Attitude and motivation. Attitude and motivation refer to the mental states that motivate teachers to learn new computer-related skills and to incorporate the WWW into classroom instruction. The teachers' attitude and motivation were rated as positive or negative.
Perception of skills. Perception of skills refers to the teachers' comfort or confidence incorporating computer technology successfully into the classroom regardless of whether they had the technical skill. Teacher perception of skill was classified as low, medium, or high.
Perception of administrative support. Perception of administrative support refers to how the teacher perceives the administration in terms of encouraging the use of computer technology and the WWW in the classroom. Three levels of perceived support were identified: low, medium, or high.
Assignment. Assignment refers to the grade level a teacher is assigned.
Subject area. Subject area refers to whether a teacher teaches multiple subjects or has a specialized content teaching assignment.
Time teaching science and mathematics. Time teaching science and math refers to the percentage of the day the instructor teaches these two subjects; it is categorized into low (up to 20 percent), medium (21 to 40 percent of the day), and high (above 41 percent).
There are two critical teacher-related dimensions in determining the extent to which Web-based materials will be effectively used in the classroom. Technical skills are needed to integrate technology in the classroom and determine when Web-based instruction is more advantageous and efficient than traditional media. Teacher attitude and motivation are also critical for implementing Web-based instruction in the classroom. Even if a teacher has the necessary skills to implement Web-supported instruction, the teacher would still need to possess the motivation to make the effort. A positive attitude may encourage a less technologically capable teacher to acquire the skills needed to implement Web-based activities in the classroom.
Curriculum refers to the overall plan for the delivery of instructio