| The purpose of this study was to identify characteristics that led to the successful implementation of laptop classes into the curriculum at a private school. Problems were identified that existed during the implementation and how they were overcome. Stages of implementation were identified as well as a grounded process model of implementation and change was developed based on the private school's specific situation.; Participants were a purposive sample of teachers, administrators, staff, and key stakeholders who had first hand experience with the implementation of laptop computers. Each participant completed an open-ended questionnaire, followed by interviews. Focus group discussion attempted to corroborate the data.; The data were analyzed, coded and categorized, resulting in the development of nine identified successful characteristics. The nine characteristics are; training, quality school wide technology available, committed school community, administrative vision, knowledgeable technology staff, resourceful parents, research, paced implementation, and competition.; After data analysis, eight problems were also identified and how they were overcome. The eight problems identified are: infrastructure complications, inadequate technology skills, lack of technology support personnel, insufficient funds, inappropriate use of technology, integrating technology into the curriculum, faculty and staff resistance, and inconsistency in laptops.; Following analysis of the data six stages that led to the successful implementation of laptop computers were developed. The six stages are: assess and analyze, resource development and allocation, training, utilization, re-evaluation and problem identification, and on-going training. After further analysis, a grounded process model of implementation and change was developed based on the identified successful characteristics and stages of implementation specific to the private school's situation. |
