A descriptive study of the implementation of an integrated learning system in an Alberta middle school

Abstract

The primary objectives of this study were to examine the implementation of an Integrated Learning System in a middle school during the first year, and to assess teacher and student attitudes towards using the ILS for mathematics and language arts. Subjects were thirty educators and 504 students. Teachers, staff and students were interviewed, completed computer attitude surveys and wrote narrative journals. Narrative data was summarized and categorized thematically. Attitude data was analyzed descriptively and inferentially. Dependency between computer attitudes and gender was examined. An exploratory factor analysis and MANOV A was conducted on student attitude data. A five factor solution was found. Results of this study support that teachers and students are generally positive but cautious and critical about using an ILS. Gender differences in attitude were found. Effective ILS implementation requires careful planning, staffing, training and involvement by key staff members. On-going assessment is required for increased integration and refinement.