| This study was a correlational design exploring the the current status of computer integration into home economics education and variables affecting integration. The population for this study was administrators and faculty from all colleges and universities offering home economics education as an undergraduate degree. One faculty and one administrator from each of the 196 institutions made an invited sample of 392.; Data were collected using a mailed survey instrument, consisting of four sections. These sections collected data on computer competence, opinion of computers, organizational climate, organizational staff, organizational communication, the unit's status level of computer integration, and personal, professional, and contextual characteristics of the institution.; A total of 229 questionnaires were received, for a return rate of 58%. The data analysis for this study was done on SPSS/PC+. It included descriptive statistics, t-tests, correlations, and multiple regression.; As a result of this study, it was found that the general status of computer integration in the home economics education units is at partial or mid-integration level, where computer use is expected, but not necessarily integrated into home economics education courses. Faculty were more likely than administrators to report at the non-implementation levels.; In regard to personal characteristics, there were proportionately more males in administrative positions than in faculty positions, and administrators were generally older than faculty. Also, administrators had more years of experience than faculty, and when asked to rate their innovativeness level, faculty saw themselves as more innovative than did administrators.; Computer training was overwhelmingly reported as self-taught for both administrators and faculty, with computer workshop training as the second most frequent response. Institutionally supported computer training courses were reported by less than 2% of respondents.; The variables revealed in the multiple regression were environmental factors, access to equipment, organizational communication, department enrollment, and age. It could be concluded that the predictive variables for computer integration may depend more on external or 'environmental' conditions, rather than on the personal or professional attributes. Environmental factors in this study were adequate facilities, presence of a department and institution plan, an active computer committee, vision for greater integration, and funding. |
