A Study to Address The 
Use of Intemet/Technology in Montana High Schools 
By: 
Karl Hossner 
A professional project submitted in 
partial fulfillment 
of 
Master of Science 
in 
Business Education 
MONTANA STATE UNIVERSITY-BOZEMAN 
Bozeman, Montana 
June 2000 
Acknowledgment 
I would like to thank Dr. Norman Millikin, MSU-Bozeman, College of Business. He provided 
encouragement and help on this research project, and in completing the requirements for the 
Master of Science in Business Education Degree. 
APPROVAL 
of a professional paper submitted by 
Karl Hossner 
This professional paper has been read by each member of the graduate committee and has 
been found to be satisfactory regarding content, English usage, format, citations, bibliographic 
style, and consistency. 
Approved for the Major Department 
Table of Contents 
Page No. 
Chapter I, Introduction. 1 
Statement of the Purpose 1 
Questions to Be Answered  
Need for The Study  2 
Terminology   3 
Limitations of the Study  4 
Organization of the Study  4 
Summary  5 
Chapter II, Related Literature 6 
Introduction  
Access to The Internet  
Administrators Role in Technology  9 
Teachers Role in Technology 9 
Future Prospects 10 
Summary....* 1 
Chapter III, Prospects   12 
Introductioa  12 
Sources ofData 12 
Data Survey Instrument 13 
Time Line of Research Project   14 
Participant Selectioa 14 
Summary 14 
Chapter IV, Research Findings 16 
Introductioa 16 
Teacher Education and Experience  17 
School Internet Access and Connections 20 
T eacher Computer/Intemet Literacy 21 
Recommendations of Teachers   22 
Summary 26 
Chapter V, Conclusions and Recommendations 29 
Introduction 29 
Conclusions  
Recommendations 30 
Bibliography   2 
Appendix A 
Survey Instrument 33 
Appendix B 
Cover Letter 37 
Appendix C 
Respondent Comments  38 
Table of Contents for Figures and Tables 
Page No. 
Figure 1 
Schools Returned Survey by Class Size 16 
Table 1 
Education ofTeachers 17 
Table 2 
Teaching Experience  18 
Table 3 
Teacher Preps and Grades Taught 19 
Table 4 
No. ofStudents Taught Per Day 19 
Table 5 
How Internet is Connected at Schools 21 
Table 6 
Rooms With Access to Internet 21 
Table 7 
Teacher Computer Literacy 22 
Table 8 
Teacher Internet Literacy  22 
Table 9 
Computer Literacy Should be Required 23 
Table 10 
Technology is Important 23 
Table 11 
Internet is an Important Research Tool 24 
Table 12 
Schools Should put more Resources in Technology 25 
Table 13 
More Training should be Available to Teachers 26 
Table 14 
I Would Attend Training/Workshops 26 
Chapter I 
Introduction 
In our schools, every classroom in America must be connected to the 
information superhighway, with computers and good software, and 
well-trained teachers. We are working with the telecommunications 
industry, educators and parents to connect 20 percent of California’s 
classrooms by this spring, and every classroom and every library in the 
entire United States by the year 2000.1 ask Congress to support this 
education technology initiative so that we can make sure this national 
partnership succeeds. (President Clinton 1996) 
Montana schools have spent thousands of dollars to update technology this past 
decade. This has included computers and access to the Internet for writing and research 
purposes. Many schools in Montana have access to the Internet, but how many of the 
teachers in Montana schools are encouraging their students to use the Internet as a 
research tool. 
Statement of the Problem 
The purpose of this study was to determine the amount of computer/technology 
resources available to Montana High Schools. Since all Montana High Schools require 
U.S. Government from students to graduate, Montana U.S. Government teachers were 
surveyed. 
Questions to Be Answered 
1. Is the usage of the Internet different depending on school size? 
2. What is the availability of Internet access to both U.S. Government 
students and teachers? 
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3. What percentage of schools has the Internet, and how many 
hookups are there per school? 
4. What level of Intemet/computer literacy do Montana U. S. 
Government teachers possess? 
Need for The Study 
A connection to the Internet empowers students. It gives them a research 
advantage over students who do not have Internet skills or access. It generally gets them 
excited about learning. A change in student attitude is observed when surfing the net 
individually or in a small group setting. The traditional teacher-directed classroom 
changes to a space where students working with their peers in their own school or around 
the world begin to take responsibility for their own learning. (Cuban in Maskin 1996) 
This author and others say that student access to the Internet is very important in 
today’s Information Age. In related readings, studies show that when these high school 
students continue their education, or go to the workplace, those with computer 
technology skills will have an advantage. This includes a knowledge of where to gain 
access to information, and better paying jobs. 
This study gathered information from a sample of the population of U.S. 
Government teachers in the State of Montana. From information gathered with a 
questionnaire, along with related readings from other authors, the question of whether 
students in Montana Schools are using the Internet as a research tool and other questions 
concerning the computer/Intemet literacy of Montana U.S. Government teachers, will be 
answered. 
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Terminology 
The terminology definitions will aid the reader in the study of this project. 
Broadband Telephone Lines: New technology phone lines which have the capability of 
transferring information much faster than conventional phone lines. 
CPU (Central Processing UnitV. Internal part of a computer which processes information 
going in and out of a computer to readable form on the computer screen. 
E-mail: Electronic mail. Normally a plain text message. E-mail addresses look like a name, 
an @ character, then a site name. For example the president of the USA's e-mail 
address is president@whitehouse.gov 
Information Age: Term used to describe the era we are now in. 
Internet (information highway): (Uppercase I) The vast collection of interconnected 
networks that all use the TCP/IP protocols and that evolved from the ARPANET 
of the late 60’s and early 70’s. 
LAN (Local Area Network): A computer network limited to the immediate area, usually 
the same building or floor of a building. 
Modem: A device that you connect to your computer and to a phone line, which allows 
the computer to talk to other computers through the phone system. Basically, 
modems do for computers what a telephone does for humans. 
URL: (Uniform Resource Locator). An address of a resource on the net, such as http: 
//www.ukindex.co.uk A URL is something you can type into the Location box in 
your web browser. 
Wired: Term used to identify a computer, or many computers through a LAN, (local 
access network) being hooked to the Internet. 
WWW ( World Wide Web): Two meanings - First, loosely used: the whole constellation 
of resources that can be accessed using Gopher, FTP, HTTP, telnet, USENET, 
WAIS and some other tools. Second, the universe of hypertext servers (HTTP 
servers) which are the servers that allow text, graphics, sound files, etc. to be 
mixed together. 
(ILC Glossary of Internet Terms 1997) 
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Limitations of the Study 
The researcher limited the study to U.S. Government teachers in the state of 
Montana. Many U.S. Government classes have assignments and activities in which 
outside resources are needed. The purpose of surveying this area was that all students in 
Montana high schools are required to take U.S. Government. Therefore, every high 
school in Montana has a U.S. Government class. The teachers in this area would be 
directly responsible for the use of the Internet as a resource. This should give an accurate 
measurement of the use of the Internet and Intemet/computer literacy of government 
teachers in the State of Montana. 
Organization of the Study 
The research project is organized into five chapters. Chapter I has the statement 
of the problem, questions to be answered, the need for the study to be done in Montana, a 
definition of terms the limitations, and the organization of the study. 
Chapter II is a review of current literature on the topic. The chapter is divided into 
topics as follows: 
1. Access to The Internet 
2. Administrators Role In Technology 
3. Teachers Role in Technology 
4. Future Prospects 
Chapter III entails the procedures which will be used to complete the study of this 
project. It covers the sources of the data, how the instrument for collecting primary data 
was designed, the time-line for completing the research project, and how the participants 
for the project were selected. 
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Chapter IV contains the results of the study. The questionnaire will be presented 
and analyzed. Chapter V is a summary of the study. It has the conclusions from the 
study, and the author’s recommendations. 
Summary 
Use of technology, and particularly access to the Internet in the classrooms of 
Montana high schools are questions which need to be answered. With the money that has 
been spent in Montana high schools to update technology, a study as to the literacy and 
use of the people in charge of these resource needs to be examined. In today’s era of the 
“information age,” students need to be exposed to and encouraged to use the latest 
technology. 
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Chapter II 
Related Literature 
Introduction 
The renowned scientist and author Arthur C. Clarke recounts in How the 
World Was One, his history of the communications revolution, a tale of 
technological shortsightedness that resonates today. In the 1880's he 
writes, after word reached Britain that Alexander Graham Bell had 
invented the telephone, a parliamentary commission asked the Post Office 
chief engineer whether the device would be useful to Britons. “No Sir” the 
engineer answered. “The Americans have need of the telephone, but we do 
not. We have plenty of messenger boys.” 
Clarke was saying that in the midst of a technological revolution, it is both 
comforting to cling to familiar ideas and difficult to foresee how a 
particular invention can set off a chain of events that can change the face of 
society. And so it is with the phenomenon that has come to be known as 
the “information highway.” (West 1995) 
What is this phenomenon called the Internet (information highway)? How are 
schools in the United States using it? Are teachers and students in schools in the United 
States like the Post Office Chief Engineer in Britain? Do they think the libraries are 
adequate and there is no need for the Internet? What level of computer literacy/Intemet 
usage do teachers in the U.S. possess? What kind of availability of Internet access is there 
to both students and teachers? The following narrative contributes information about 
these questions and more. 
Access to The Internet 
Before 1994, access to the Internet was restricted to those in government and 
universities. It required learning a mainframe operating system, having access to computer 
terminals, interacting only with other mainframe users, and there was little software 
available for integration with personal computers. This limited the appeal of using the 
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Internet to teachers comfortable with a mainframe environment. Today, with the 
development of software, modems. Local Area Networks (LANS), modems for access to 
a growing number of Internet providers and the decreasing prices of personal computers, 
access to the Internet is becoming easier and less expensive. (Wheeler 1996) 
In the public schools of Montgomery County, Virginia, located in the Blue Ridge 
Mountains, a recently approved technology plan spells out in detail how they are going to 
equip the district’s twenty schools, comprising 8900 students, with broadband telephone 
lines. They claim they are going to take the school from the age of printed page to 
computer screen. The school district has the good fortune of being located a few miles 
from what is one of the most “wired” communities in the United States. In the small town 
of Blacksburg, Bell Atlantic of Virginia, Virginia Polytechnic Institute and State 
University, and the local government are working together on a cooperative venture to 
provide ordinary citizens immediate access to the “information highway.” The effort is 
providing Internet access to all residents from the local library, schools, or privacy of their 
homes. It is just a local telephone call away. The project aims to eventually link schools 
and homes. (West 1995) 
Tools are now available to make gathering information for both students and 
teachers much easier. With the broad acceptance of computers by schools in the 1980's, 
student and teacher access to personal computers has increased dramatically. (Hayes and 
Bybee 1995, in Wheeler 1996) The ratio of students to computers has dropped from 125 
to 1 in the 1983-84 school year, to 12 to 1 in 1994-95. If this trend continues, a national 
student-to-computer ratio of 1 to 1 will be realized in the early twenty-first century. 
(Wheeler 1996) 
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Vice President A1 Gore challenged the telecommunications industry in January of 
1994 to wire every classroom in the nation for access to the “information highway ” 
(West 1995) This has been a top priority of the Clinton Administration since he took 
office in 1992. President Clinton said in his 1997 State of The Union Address: “We must 
bring the power of the Information Age into all our schools. Last year, I challenged 
America to connect every classroom and library to the Internet by the year 2000, so that, 
for the first time in our history, children in the most isolated rural towns, the most 
comfortable suburbs, the poorest inner city schools, will have the same access to the same 
universe of knowledge. That is my plan — a Call to Action for American Education.” 
(President Clinton 1997) 
The congress finds that--(l) technology can produce far greater 
opportunities for all students to learn to high standards, promote efficiency 
and effectiveness in education, and help propel our Nation’s school systems 
into very immediate and dramatic reform, without which our Nation will 
not meet the National Education goals by the target year 2000. (U.S. 
Congress 1994) 
As the Improving America’s Schools Act of 1994 states, “technology has the 
potential to greatly improve our educational system.” How successful has it been? We 
have seen great growth in the capabilities of educational technologies by the sophistication 
of software programs, speed advances in the central processing units, increase in storage 
space of hard and floppy drives, a reduction in the cost of computer units and physical 
size, and an increase in the access to an ever-expanding information superhighway. 
Reports indicate that schools are still having trouble implementing technologies in the 
classroom. (Ritchie and Wiburg 1994) 
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Administrators Role in Technology 
“Administrators must understand both the capabilities and limitations of 
technology. Only then can they plan for, budget for, purchase carefully, 
install properly, maintain dutifully, schedule adequately, distribute 
appropriately, and replace systematically the electronic technology best 
suited for their needs.” (Mechlenburger in Ritchie 1996) 
One of the reasons school administrators may be reluctant to embrace the benefits 
of educational technologies is that most received their education before computers were 
incorporated into the education arena. They also have limited experience with educational 
technologies. Today, most administrators gain their technological experience through 
self-instruction, vendors, school personnel, consultants, or external courses. Each of these 
methods contains advantages and disadvantages. 
Educational technologies can change how schools are run, how teachers teach, and 
how students learn. Most states require school administrators to take courses in 
leadership, management, and the challenges of special education. No states require 
administrators to take courses to be technologically competent. (Ritchie 1996) 
Teachers Role in Technology 
In a research project conducted by Dr. Jerry G. Mathews, from Idaho State 
University, fifty-five Southeastern Idaho School Districts were studied on teacher use and 
literacy in computer technology. He found that one-third to one-half of the teachers never 
actually used technology for any instructional purposes in their classrooms. The average 
number of computers in the classroom was three for all school districts. More than 70 
percent of the teachers never used the Internet in the classroom. 
The overall pattern of data regarding the teachers ability to use technology 
indicated that more than one-half perceived themselves as novices when it came to the use 
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of technology. The survey asked teachers to rate themselves as either novice, 
intermediate, or advanced. From this study, it appears that in Southeastern Idaho school 
districts, training and staff development are needed for the teachers to use technology in 
the classroom. 
Dr. Mathews’ study found that more frequent use of technology was indicated by 
teachers with a Bachelor’s degree (lower education level). Approximately one-third of the 
teachers reported their teaching experience as less than one year while one-third reported 
their teaching experience as more than ten years. Eighty percent of the teachers reported 
a Bachelor’s degree as their educational level. His conclusion was that recently hired 
teachers with Bachelor’s degrees may be better trained in technology and have higher 
computer literacy than the veteran teachers. (Mathews 1997) 
Future Prospects 
By the beginning of the 21st century, 60 percent of the new jobs will require skills 
possessed by only 22 percent of the young people entering the labor market. Already, 
more than half of the high-wage jobs require the use of networked computers. Jobs that 
require computer use pay about 15 percent more, on average, than those that do not. The 
good news is that a recent U.S. Education Department study found that schools are 
making progress as a nation in wiring its classrooms. Half of the nation’s public schools 
have hooked up to the Internet. The bad news is that this does not mean the Internet is a 
tool available to half the classrooms. Nationally, fewer than 10 percent of schools have 
LANs connecting computers to all classrooms. 
There is a world of difference between the availability of computers in schools, and 
the availability of computers in each classroom. Teachers and students need to be able to 
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use these tools, but the tools are not widely available. And without giving students the 
opportunity to have hands-on experience, computers might as well not be available at all. 
Curriculums haven’t changed to keep up with advances in technology, and 
teachers need to be trained in using the new technology. 
A U.S. Department of Education study also found that minority and low-income 
students are less likely to have classroom access to the Internet than wealthier students. 
There continues to be an information gap between schools in poor areas and schools in 
well-off areas. To quote U.S. Education Secretary Riley, “Learning on-line must not 
become a new fault line in American education.” (Hundt 1996) 
The evolution of technology should significantly influence curricula. However, 
this causes conflicts that can be resolved by only long and short term planning. Educators 
should have anticipated the power of the Internet and expanded their course curricula. 
Schools should not abandon traditional methods of teaching, but should keep them up-to- 
date with current models, examples, and technological tools. (Norton 1996) 
Summary 
Use of technology and particularly the use of the Internet in schools throughout 
the United States is a priority of political leaders and educators. Goals have been set and 
are being implemented. Some schools have adequate access and trained teachers, while 
others are lagging behind. A main concern of the authors is the lack of training in 
computer/Intemet technology of teachers. 
Authors feel that schools should integrate technology into classrooms curriculums 
as soon as possible. Information technology and training, they feel, are going to be vital 
for the success of high school students in the 21st Century. 
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Chapter III 
Procedures 
Introduction 
The major purpose of this study is to determine the use of the Internet as a 
research tool in U.S. Government classes in the State of Montana. A secondary purpose 
is to determine the Intemet/computer literacy of the U.S. Government teachers in 
Montana. 
This chapter will examine: 1. Sources of data; 2. How survey instrument was 
constructed; 3. A time line for the research project; 4. How participants in the survey were 
selected. 
Sources of Data 
Secondary (related literature) data was collected from the MSU-Bozeman Renee 
Library. These data were in the form of journals, Eric Search for previous research 
projects, and computer data bases of journals not available in hard cover. 
The related literature suggests that schools throughout the United States are 
making purchases of computer hardware and software for access to the Internet. Authors 
feel that access to the Internet and implementation by teachers in the classroom is very 
important for the future success of students. 
Many of the authors feel that teachers in the classrooms are not trained or 
prepared to use this resource to its full capacity in the high school classrooms of the 
United States. The authors feel that teachers need to be trained so they are comfortable 
with working with this technology. 
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One author felt there was a further fault line being created by the have and have 
not schools in the U.S. Schools which have access to the Internet, and teachers who are 
comfortable using the Internet vs. schools with no access and trained teachers. (Richie 
1996) 
The data collected from the survey instrument will be used to analyze the number 
of connections schools in Montana have to the Internet, Montana U.S. Government 
teachers allowed use of the Internet for student research purposes, and the 
computer/Intemet literacy of Montana high school U.S. Government teachers. 
Data Survey Instalment 
A survey instrument was used for this study (Appendix A). The instrument was 
designed by using other instruments in related studies and questions which were deemed 
appropriate for this particular study. 
The survey instrument was sent to a randomly selected sample of U.S. 
Government teachers in Montana. The survey instrument has questions relating to the 
following areas: 
1. Is the use of the Internet different depending on size of the school? 
2. What is the availability of Internet access to both Montana U.S. Government 
students and teachers? 
3. What percent of Montana schools have Internet access, and how many 
computer hookups are there per school? 
4. What levels of computer/Intemet literacy do Montana U.S. Government 
teachers possess? 
The survey instrument was reviewed by the researcher’s advisor in the College of 
Business at MSU-Bozeman. The survey instrument was examined by students and the 
instructor in the BUED 532 class taught by Dr. Norman Millikin on July 18, 1997. 
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Time Line of Research Pro ject 
July 1997 Completion of Instrument 
Fall/Winter 1997-98 Test of Instrument 
April 2000 Final Approval 
April 2000 Mail Survey 
April 2000 Follow-up of Survey 
April/May 2000 Data Analysis 
June 2000 Final Report Completed 
Participant Selection 
Participants selected for this study consisted of a population of public high school 
U.S. Government teachers from Montana. The selection was determined from a list 
provided by the Montana Office of Public Instruction. The sample population was 
randomly selected from AA, A, B, and C class schools. The surveys were mailed to the 
randomly selected school’s principal, and this person was asked to distribute the survey 
instrument to a government teacher in that school. The number of questionnaires mailed 
was 115, which are two-thirds of the 180 high schools in Montana. 
Summary 
This chapter addresses the procedures used for this research project. It addressed 
data gathered from secondary sources collected in the Renee Library at MSU-Bozeman, 
and research data collected from the primary source in the form of a research instrument. 
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The survey instrument was reviewed by the BUED 532 class taught in the summer 
of 1997, and Dr. Norman Millikin, instructor. 
Participants were selected by a random sampling of public high school U.S. 
Government teachers in Montana. 
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Chapter IV 
Research Findings 
Introduction 
A survey instrument was sent to one-hundred fifteen (115) of the one-hundred 
eighty (180) public high school principals in Montana. This was approximately two-thirds 
of the public high schools in the state. The schools were randomly selected from a 
computer-generated list by classification. In Montana there are thirteen (13)class AA, 
twenty-four (24) A, forty-six (46) B, and ninety-eight (98) C schools. 
The responses of surveys mailed to the separate school classes which were 
returned were: six (75%) class AA, nine (56%) Class A, sixteen (53%) class B, and forty- 
three (66%) class C schools. 
Figure 1 
Percentage of Schools That Returned Surveys by Class 
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Teacher Education and Experience 
The initial questions on the survey were used to determine the size of school where 
teachers taught, education levels of the teacher, years of teaching experience, grade levels 
being taught, number of students taught, and number of subjects each teacher had to prep 
for per day. 
Table 1 shows a trend of Montana school teachers earning advanced degrees after 
their Bachelor’s degrees. Class AA, A, and C school respondents showed nearly half or 
better had earned advanced degrees. Two-thirds of the Class A school teachers had 
Master’s Degrees. Three, or one-half of the AA school teachers had degrees beyond a 
Bachelor’s degree. Forty-five percent or twenty of the Class C teachers have advanced 
degrees. In the Class B schools, 75 percent of the teachers had Bachelor’s Degrees, with 
three of the teachers having Master’s Degrees and one teacher with other degree. 
Table 1 
Education of Teachers 
Degree Bachelor’s Master’s Specialist Other 
Class AA 3 1 1 1 
Class A 3 6 
Class B 12 3 1 
Class C 25 14 3 3 
Percentage 56% 32% 7% 5% 
Table 2 shows a trend of teachers starting their teaching profession in smaller 
Montana schools. Eleven of the Class C teachers had three years or less teaching 
experience. Four of the sixteen Class B teachers had 1-5 years teaching experience, with 
no teachers with less than one year experience. Class A school respondents had no 
teachers with less than four years experience, and all Class AA respondents had ten years 
Page -17- 
or more expenence. 
Table 2 also showes a trend of teachers with ten or more years experience staying 
in their Class. All classes of schools showed 50 percent or greater of their teachers with 
ten or more years experience. 
Table 2 
Teaching Experience 
Experience 10+ years 6-10 years 4-5 years 1-3 years Less than 1 
Class AA 6 
Class A 6 2 1 
Class B 8 4 1 3 
Class C 23 6 3 6 5 
Percentage 56% 18% 7% 12% 7% 
Table 3 shows a trend teachers in AA schools having far less preps than the 
teachers in the other classes of schools. All six Class AA teachers taught grade 12, while 
one teacher taught grade 10. All nine Classes A teachers taught grade 12, five teachers 
taught grade 11, and two teachers taught grades 9 and 10. All sixteen Class B teachers 
taught grade 12, fifteen teachers taught grade 11, twelve teachers taught grade 10, and 
nine teachers taught grade 9. All forty-five Class C teachers teach grade 12, thirty-six 
teachers grade 11, thirty-seven grade 10, thirty-five grade 9, and two teachers teach grade 
8. 
Page -18- 
Table 3 
Teacher Preps and Grades Taught 
Grade 12 11 10 9 8 
Class AA 12 1 
Class A 9 5 2 2 
Class B 16 15 12 9 
Class C 45 36 37 35 2 
Table 4 shows a trend of the number of students being taught per day going down 
as the size of the school goes down. Of the teachers who answered the question on the 
number of students taught, one Class AA teacher taught 90-119 students, and the 
remaining five taught 120-150 students. One Class A teacher taught between 60 and 89 
students, three teachers taught between 90-119 students per day, and the remaining two 
teachers taught 120-150 students per day. Two Class B teachers taught 30-59 students 
per day. Three taught 60-89 students, four taught 90-119 students and one teacher taught 
120-150 students per day. Twelve Class C teachers have 30-59 students per day, 
fourteen have 60-89 students, one has 90-119 students, and one has 120-150 students. 
Table 4 
Number of Students Taught per Day 
Class Size 120-150 90-119 60-89 30-59 
Class AA 5 1 
Class A 2 3 1 
Class B 1 4 3 2 
Class C 1 1 14 12 
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School Internet Access and Connections 
The second, or middle part of the survey asked teachers about Internet access at 
their schools, the number of computers with Internet access and how they were 
connected, and where computers with Internet access were located. 
Tables 5 and 6 show a trend of larger schools having the more sophisticated LAN 
connections and more computer connections to the Internet. There were some B and C 
schools which still used modems and telephone lines as their access to the Internet. This 
shows that some of the smaller schools still lack the necessary funding for more 
sophisticated connections. All schools had some form of Internet access, and all teachers 
allowed students to use the Internet as a research tool. 
In the AA schools, Internet access was through a LAN, every room had Internet 
access, and there were 16 or more computers connected to the Internet. 
In the Class A schools, the Internet access was also through a LAN, there were 16 
or more computers connected to the Internet, and all rooms had access to the Internet. 
In Class B schools, all but one school had 16 or more computers hooked to the 
Internet. Ten were connected through a LAN, two were connected through individual 
phone lines and modems, and three didn’t know how they were connected. Fourteen 
schools had access through the library and classrooms, sixteen had connections in the 
computer lab, one school had Internet access in the Gifted and Talented classroom, and 
two schools had other connections. 
Of the forty-three Class C schools, all but four had sixteen or more computers 
hooked to the Internet. Twenty-seven were connected through a LAN, five through a 
direct dial-up and modem, and twelve responded they didn’t know how their Internet 
connection was established. Thirty-seven schools responded there was Internet access in 
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the library, twenty-nine said there was access in the computer lab and classrooms, six said 
their school had Internet access in the Gifted and Talented classroom, and nine replied 
there was a connection in other classrooms. 
Table 5 
How Internet is Connected at Schools 
Connection LAN Modem Don’t Know 
Class AA 6 
Class A 9 
Class B 10 2 4 
Class C 27 5 12 
Table 6 
Rooms With Access to Internet 
Access Comp Lab Library Classroom Gifted and 
Talented 
Other 
Rooms 
Class AA 6 6 6 6 6 
Class A 9 9 9 9 9 
Class B 16 14 14 1 2 
Class C 29 37 29 6 9 
Teacher Computer/Intemet Literacy 
Respondents were asked to rate their own computer and Internet literacy. The 
trend was that most teachers rated themselves average in both computer and Internet 
literacy. Five Class C respondents answered that they were advanced in computer and 
Internet literacy, Two Class C and one Class B respondent said they were non-users of 
the Internet. One Class C teacher said he/she was a non-user of computers. The 
remainder of respondents (approximately 16 percent) rated themselves as novice in both 
computer and Internet literacy. 
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Table 7 
Teacher Computer Literacy 
Rating Non-User Novice Average Advanced 
Class AA 5 
Class A 1 7 
Class B 3 8 1 
Class C 1 6 29 5 
Percentage 2% 15% 74% 9% 
Table 8 
Teacher Internet Literacy 
Rating Non-User Novice Average Advanced 
Class AA 5 
Class A 1 4 2 
Class B 1 3 7 1 
Class C 2 7 28 5 
Percentage 4% 17% 67% 12% 
Recommendations of Teachers 
In the survey instrument, the teachers were given six questions relating to 
computer literacy, technology and the Internet. Tables 13 and 14 were questions 
specifically aimed at teachers pertaining to their education in computers and technology. 
In Table 9, teachers were asked if Computer Literacy should be a required course 
in schools. The seventy-one percent of the teachers in all schools agreed that it should be 
required. Of the remainder, twenty-three percent slightly agreed, three teachers slightly 
disagreed and one teacher disagreed completely. 
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Table 9 
Computer Literacy should be a required course. 
Agree Slightly Agree Slightly 
Disagree 
Disagree 
Class AA 4 1 1 
Class A 5 3 1 
Class B 11 3 2 
Class C 33 10 
Percentage 71% 23% 5% 1% 
Table 10 makes a statement that technology is important for students to learn. A 
large percentage, seventy-eight percent, of all teachers agreed that it is important for 
students to learn technology. Eleven percent slightly agreed technology was important for 
students to technology, and one teacher slightly disagreed with this statement. 
Table 10 
Technology is important for students to learn. 
Agree Slightly Agree Slightly 
Disagree 
Disagree 
Class AA 5 1 
Class A 7 2 
Class B 14 2 
Class C 32 10 1 
Percentage 78% 21% 1% 
Table 11 asks the teachers if they think that the Internet is an important research 
tool. A general consensus (seventy percent) of the respondents agreed it was an important 
Page -23- 
research tool. Twenty-seven percent slightly agreed and three percent (2 from Class C 
schools) slightly disagreed. 
Table 11 
The Internet is an important research tool. 
Agree Slightly Agree Slightly 
Disagree 
Disagree 
Class AA 4 2 
Class A 7 2 
Class B 11 5 
Class C 30 11 2 
Percentage 70% 27% 3% 
The statement in Table 12 asks the teachers their opinion on whether schools 
should put more resources into technology. This question had the least percentage of 
total agreement of all statements asked. Fifty-five percent of the respondents agreed 
schools should put more resources into technology. Thirty-nine percent of respondents 
slightly agreed. Five percent of the respondents slightly disagreed and one respondent, 
from a Class B school, disagreed that schools need to put more resources into technology. 
The negative responses were from class A and smaller schools. 
This table shows that many teachers feel Montana schools have put enough money 
into technology hardware and software, and should put more resources into education and 
training of personnel and other resources. (See Tables 13 and 14, and respondent 
comments) 
Page -24- 
Table 12 
Schools should put more resources into technology 
Agree Slightly Agree Slightly 
Disagree 
Disagree 
Class AA 4 2 
Class A 5 3 1 
Class B 8 6 1 1 
Class C 23 18 2 
Percentage 55% 39% 5% 1% 
Tables 13 and 14 were statements directed at teachers asking their feelings on 
training and workshops specifically for them. A trend was established that most of the 
teachers agreed or slightly agreed they needed more training/workshops, and that they 
would attend training/workshops. In the respondent comments, some teachers felt the 
school should pay for teachers to receive this training. 
The Table 13 question asked teachers if more training and workshops to upgrade 
their computer/technology skills should be made available to them. Sixty-eight percent 
agreed, thirty-one percent slightly agreed, and one teacher slightly disagreed. The results 
were similar in the Table 14 statement which asked teachers if they would attend 
training/workshops to learn more about computers/technology. 
Page-25- 
Table 13 
More training/workshops should be made available to teachers to upgrade their 
computer/technology skills. 
Agree Slightly Agree Slightly 
Disagree 
Disagree 
Class AA 4 2 
Class A 6 3 
Class B 10 5 1 
Class C 30 13 
Percentage 68% 31% 1% 
Table 14 
I would attend training/workshops to learn more about computers/technology. 
Agree Slightly Agree Slightly 
Disagree 
Disagree 
Class AA 4 1 1 
Class A 6 3 
Class B 10 5 
Class C 32 9 2 
Percentage 71% 25% 4% 
Summary 
Sixty-four percent (64%) or seventy-four (74) responses were returned from the 
survey which was mailed to one-hundred fifteen (115) public high schools in Montana. 
The highest return was from Class AA schools (75%). Returns from other classes in 
descending order were: Class C (66%), Class A (56%), and Class B (53%). Class C 
schools were by far the largest number returned with forty-three and Class A the smallest 
number returned with six. 
Page -26- 
Teaching experience in the different classes showed a trend of the larger Class AA 
teachers having the most teaching experience and descending in order to Class C teachers 
having the least teaching experience. This trend was the same in teacher preps and grades 
taught. 
Students taught per day by teachers showed a trend of the teachers in larger 
schools teaching the most students per day. The students taught per day by the teachers 
decreased in each class. Class AA teachers taught between 90-119 students per day, while 
the majority of Class C teachers taught between 30-89. 
All respondents to the survey had Internet access. All Class AA and A schools 
were connected through a LAN. In Class B and C schools, the majority were connected 
through a LAN, while seven schools had modem connections, and fourteen of the Class B 
and C schools responded they didn’t know. 
The AA and A schools with access through a LAN, had Internet connections in all 
areas which were asked on the survey. The Class B and C schools had Internet 
connections in most of their computer labs, classrooms, and libraries. The Gifted and 
Talented in Class B had one Internet connection and the Class C schools had six Gifted 
and Talented connections. In Class B there were two other room connections and the 
Class C had nine other room connections. 
The majority of the teachers responding (74%) considered themselves average in 
general computer literacy. One Class C teacher replied nonuser. A majority (67%) of 
teachers responding said their Internet literacy was average. Five Class C and one Class B 
teacher responded that they were advanced in both computer and Internet literacy. Two 
Class A teachers responded they were advanced in Internet literacy. Three respondents, 
Page -27- 
two Class C and one Class B, said they were nonusers of the Internet. 
Most of the teachers agreed or slightly agreed that computer literacy should be a 
required course and technology is important for students to learn. One Class A teacher 
disagreed that computer literacy should be a required course, and three slightly disagreed 
that computer literacy should be required. One teacher slightly disagreed technology is 
important for students to learn. 
Ninety-seven percent of the responding teachers agreed or slightly agreed that the 
Internet was an important research tool. Two teachers slightly disagreed with this 
statement. 
Schools should put more resources into technology, was the statement that 
received the least amount of agreement. Fifty-five percent agreed. Thirty-nine percent 
slightly agreed, while five percent slightly disagreed and one teacher disagreed. This 
statement also received the most comments from respondents. 
The two statements which were directed at teachers concerning their opinion 
computer/technology on training and workshops showed most agreed or slightly agreed 
that more training/workshops would be beneficial. One teacher slightly disagreed that 
more training workshops should be made available and three slightly disagreed that they 
would attend training/workshops. 
Page-28- 
Chapter V 
Conclusions and Recommendations 
Introduction 
The purpose of this study was to determine the amount of computer/technology 
resources available to Montana High Schools. To establish these findings, a survey 
instrument was mailed to a randomly selected group of U. S. Government teachers in 
Montana. 
A survey instrument was sent to one-hundred fifteen (115) of the one-hundred 
eighty (180) public high school principals in Montana. They were asked to give this 
survey to a U.S. Government teacher in their school. Seventy-four (74) or sixty-four 
percent (64%) of the surveys were returned. Responses from the survey were analyzed 
and tabulated in Chapter 4 of this research paper. 
Conclusions 
1. All respondents indicated that their schools had some form of Internet 
connection. 
2. All respondents allowed their students to use the Internet as a research tool 
for assigned projects. 
3. The availability of the Internet varied somewhat in the size of school. The 
larger schools (Class AA and A) all had access to the Internet through a 
LAN (Local Access Network). These larger schools had computers with 
Internet connections in most of the classrooms in their schools. Most of 
the smaller (Class B and C schools) had access through a LAN, but some 
of the smaller schools were still using a modem and phone line. In some of 
the smaller schools, the only computers with Internet access were in the 
library or computer lab. At times this created a problem, as there were not 
enough computers or there were conflicts for usage of Internet computers. 
Page-29- 
4. Most responding teachers agreed that computer/Intemet technology is 
important for students to learn and that computer literacy should be a 
required course. Most also agreed that the Internet was an important 
research tool. 
5. Most respondents agreed more resources should be put into technology in 
Montana High Schools. 
6. A majority of respondents felt there should be more training/workshops to 
improve their computer/Intemet literacy. 
7. Most Montana educators, both experienced and recently hired, are 
Intemet/computer technology literate. This study does not support the 
findings of a similar research project, conducted in 1997, by Dr. Jerry G. 
Mathews of Idaho State University, Pocatello, Idaho. (Related Literature) 
Recommendations 
Based on conclusions of survey results and the study of previous literature, the 
author of this research makes the following recommendations. 
1. A few rural areas of Montana (Class B and C schools) need to invest more 
resources into technology. They are not connected to the Internet through 
a LAN, (local access network) and have a limited number of Internet 
computer terminals for students to use. This can be accomplished by 
passing mill levies, grant writing, working with telecommunication 
companies, and fund-raising events. As was pointed out in the previous 
literature, the education of administration and staff is essential to receive 
more support and funding for technology. Many of Montana’s 
administrators were educated before computers were integrated into the 
classroom. 
2. A large majority of the respondents to the survey stated they were either 
average or novice in computer/Intemet literacy. School districts 
throughout the state should require and then compensate educators to 
attend computer/technology workshops. In the surveys which were 
returned, an overwhelming majority of respondents agreed that 
training/workshops were needed to improve their computer/technology 
skills. 
3. Computer/technology courses should be required of students in Montana 
High Schools. Ninety-four percent of respondents stated that computer 
literacy should be required, and 99 percent stated that computer technology 
Page -30- 
is important for students to learn. As stated in related literature, no matter 
what endeavor students turn to after graduation from high school, 
technological skills will be required. It is either going to be a part of their 
job requirement, or a factor in their post secondary education. 
Page -31- 
References 
Ball, William J. (1995, Dec). Using the Internet as a Teaching Tool: Why Wait Any 
Longer? Political Science and Politics. v28 n4. p.718-20 
Clinton, Pres William J. (1997 Jan). State of The Union Address. Web Extension to 
Government Links [WWW document]. URL http://www.govt.com/sotu97.htm 
Clinton, Pres William J. (1996 Jan). State of The Union Address. [WWW document]. 
URL http://www.cs.hope.edu/~vannoord/State_of Union.html 
Hundt, Reed. (1996 Oct). Providing Opportunity for All Through the 
Telecommunications Revolution. Bulletin National Association of School Principals. 
v80 n582, p.3-10 
ILC Glossary of Internet Terms. Internet Literacy Consultants Glossary of Internet Terms 
[WWW Document]. URL http://www.matisse.net/files/glossary.html#I 
Mathews, Jerry G. (1997 April) . Assessment of Teacher Technology in Fifty-Five 
Southeastern Idaho School Districts. (ERIC Document Reproduction Service No: 
ED402120) 
Maskin, Melvin R. (1996 Oct). “Infotectives” on the “Infobahn”: Designing Internet- 
Aided Projects for the Social Studies Classroom. Bulletin National Association of 
School Principals. v80 n582 p.68 
Mechlenburger, James A. (1989 Feb). Technology in the 1990s: Ten Secrets for Success. 
Principal 2. p.6 
Norton, Melanie J. (1996 Aug-Sep). Evolving Information Economics: Responses to the 
Digital Revolution. Bulletin of the American Society for Information Science. v22 n6, 
p.19-25 
Ritchie, Donn. (1996 Oct). The Administrative Role in the Integration of Technology. 
Bulletin The National Association of School Principals. v80 n582, p.44 
Richie, Donn, and Wiburg, Karin. (1994, Feb). Educational Variables Influencing 
Technology Integration. Journal of Technology and Teacher Education, p.143-53 
U.S. Congress, (1994). Improving America’s Schools Act of 1994. H.R.6. [database 
online] URL http://www.ed.gov/legislation.ESEA/toc.html 
Wheeler, Ron. (1996 Sep). Rx for Social Studies. Social Education. v60 n5 p.313-14 
Page -32- 
Appendix A 
Questionnaire 
Purpose Statement 
This questionnaire will be used to determine the usage, availability, and 
computer literacy, Montana US Government teachers possess with the 
Internet. (Information Superhighway) 
Directions 
Please place a check mark (/) on the correct line and answer the questions 
which apply to your school. 
5. What is the classification of your school? 
 AA 
 A 
 B 
C 
6. What is highest level of education you have achieved? 
 Four year college degree 
 Master’s Degree 
 Educational Specialist Degree 
 Doctoral 
Other  
3. What are your total years of teaching experience? 
 Less than one year 
  1-3 years 
 4-5 years 
 6-10 years 
 More than 10 years 
4. What grade level do you presently teach? (Check (/)all that applies) 
7 8 9 10 11 12 
Page-33- 
5. What number of subject preparations do you have? 
 1 
 2 
 3 
 4 
 More than 4 
6. How many students do you teach per day? 
 Less than 30 
 30-59 
 60-89 
 90-119 
 120-150 
More than 150 
7. How would you rate your computer literacy? 
 Non-User 
 Novice 
 Average 
Advanced 
8. How would you rate your Internet literacy? 
 Non-User 
 Novice 
 Average 
 Advanced 
9. Is there Internet access in your school? 
 Yes 
 No 
If no, when does your school plan to connect to the Internet? 
 This year 
 1-2 years 
 Not currently in plans 
 Don’t know 
(Please go to question No. 14, and finish the survey) 
Page -34- 
10. Is your school connected to the Internet through a LAN (Local Access Network)? 
 Yes 
 No 
 Don’t know 
11. How many computers are connected to the Internet in your school? 
I- 5 
6-10 
II- 15 
16 or more 
Don’t know 
12. Where is Internet accessability in your school? (Check (/) all that applies) 
 Library  ^Computer Lab  Gifted and Talented 
 Your classroom Other 
13. Do you allow your students to use the Internet as a research tool? 
 Yes 
 No 
Please respond to the following questions by putting a check mark (/) to indicate vour 
level of agreement/disagreement to the following statements. 
A = “Agree” SA = “Slightly Agree” SD = “Slightly Disagree” D = “Disagree” 
A SA SD D 
14. Computer literacy should be a required course.         
15. Technology is important for students to learn.         
16. The Internet is an important research tool.         
17. Schools should put more resources into technology.        
18. More training/workshops should be made available 
to teachers to upgrade their computer/technology 
skills.         
19. I would attend training/workshops to learn more 
about computers/technology.         
Page-35- 
Comments 
Please provide comments or suggestions regarding usage of the Internet, availability, 
training for both students and teachers in technology, or any other comment you wish to 
make. 
If you would like a copy of the survey results mailed to you, please complete the 
following: 
Name:  
Address:  
City/State/Zip  
Thank You for Your Time in Completing This Survey. 
Page -36- 
Appendix B 
 Karl L Hossner 
PO Box 2226, Colstrip, MT 59323, 406-748-3632 
March 29, 2000 
Ms. Elaine Forrest, Principal 
Wolf Point High School 
P.O. Box 96 
Wolf Point, MT 59022 
Dear Ms. Forrest: 
As a graduate student in the Business Education Department at MSU-Bozeman, I am 
doing a research project on the use of the Internet in Montana High Schools and would 
appreciate your help. 
I know you and the staff at Wolf Point High School are extremely busy this time of year. 
However, from time to time information gathered from schools in Montana help people in 
our profession learn and make decisions. This research project is aimed at gathering 
information on usage of the Internet from U.S. Government teachers. Would you give 
this letter, along with the questionnaire and enclosed stamped envelope, to a government 
teacher in your high school? Please ask that teacher to take a few minutes to answer the 
questions and return it to me in the stamped self-addressed envelope.' 
I appreciate your help in getting this questionnaire to the proper person for completion. 
Thank you! 
Sincerely, 
Karl Hossner 
Page -37- 
Appendix C 
Comments From Respondents 
On Teacher/Student Technology Training 
AA Teachers 
Training for teachers is a prime goal What *s the sense of having the technology if 
teachers don 7 know how or when to use it? 
Technology training should be mandated for both students and teachers. Teachers 
should be paid to learn the new technology, not just expected to go to after school 
workshops. 
At a recent national conference I attended regarding technology, a good rate speaker 
who utilizes technology totally warned about: 1. PowerPointing kids to death. 2. Naming 
Tech Committees rather than Communication Committees as they should be called. 3. 
Unreliable “academic ” resources on the net which Tve already experienced when the 
kids just adopt Internet info rather than thinking critically about the source etc. 
B Teachers 
The Internet can be overused as a resource for reliable accurate information in Social 
Studies classes. 
I believe that the Internet is a great tool and I use it often. It is just another tool and not 
the only tool for students. 
I believe failure to provide access to technology and Internet is an equity issue which 
must be resolved by the state. 
I believe technology is an important tool in aiding a young person’s learning, but I 
believe the Internet is making some work too easy. Research is a skill that needs to be 
taught and practiced. The Internet is too easily accessible, and students need to be 
taught not to solely rely on that one source for information. 
C Teachers 
We offer advanced computer courses and I have used this class as an opportunity to get 
my students to use technology to learn history. It was a pleasant and educational 
experience for all! 
I think it is extremely important to teach our students to use the computer wisely. The 
teachers must then be familiar with computers to promote their use among students. I 
think that as computer use increases at home, then the community is more willing to make 
sure that dollars are allocated for technology. 
Page -38- 
The last set of questions sums it up for me. Before teaching government, I taught 
computer courses. Many jobs require computer use and a course in high school will 
benefit students, not just college bound, but also those who plan to work immediately 
after high school. 
Training for teachers, most important! Teachers need to be comfortable enough with 
computers and programs to offer and use them in classroom activities. If they aren ’t 
comfortable, they won 7 use them. We need in-service in program usage. Word or 
whatever. Students learn very quickly. Teachers don 7. 
Asa teacher, I need to learn a lot more about computers. There were no computers in 
my high school and very few in college. How am I to become computer literate when it 
takes all day to teach? We could use more practical workshops. I am in favor of the 
Internet and computers as teaching tools, but think we are placing too much emphasis on 
technology. We tend to neglect the basics. 
We need more training so Internet system can be an effective tool in learning. 
Our situation is that we have more tech equipment than knowledge to operate, so training 
is a must. 
Teachers and students should be trained to evaluate the credibility of websites. 
On Technology Hardware and Software 
AA Teachers 
The school districts should make a policy on computer type, i.e., Apple or PC. Quit 
buying both formats which cannot be interchanged. 
Just make more computers and software and any other materials available to my school. 
Our biggest problem is that there is not an entire classroom set of Internet connected 
computers - one in classroom and twelve in the library. 
Our students prepare PowerPoint presentations using Internet. 
We have two word processing designated labs and one lab with fifteen computers for 
Internet use. 
Page -39- 
B Teachers 
Our school is into technology. We are a part of the Tales Grant. Every teacher has a 
computer and Internet in the classroom. Students use technology on an everyday basis. 
C Teachers 
Presently our school does not maintain a fulTtime position for business/computer, or any 
other technical support position. Computer upgrades are difficult to maintain. Servers 
are very slow and are unable to process Internet information quickly. Because of this, 
training for teachers and students is limited, resulting in a loss of opportunity for all 
individuals. 
Our school needs more computers for our students to use the Internet. 
We need to have access throughout the building. I must go to another teacher s room to 
use the Internet with my class. Often I cannot use the Internet with my class because of 
classes in the rooms that have access. I would have to disturb another class to use the 
net. 
Other Comments. 
C Teachers 
Schools should abolish the Internet. Creates lazy students and less informed students. 
Too much hassle with porno, violence, etc. sites. 
Technology plays a key role in our lives today. However, allowing technology to 
completely take over a class is going too far. Technology is a teaching tool. 
Every teacher/classroom should have computers/Intemet/voice mail etc. available. We 
don’t. 
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