At this stage of microcomputer use in Ontario secondary schools, the problem of effective implementation is not only one of appropriate design plans, but also one of application of these plans. This problem of effective microcomputer implementation is presented from a two-level theoretical perspective of curriculum implementation, i.e., the Ontario Ministry of Education and the school board/geography teachers' perspectives. The relevant issues discussed are: the ministry policy for introduction of New Educational Technologies (NET), the characteristics of the educational innovation, school boards' microcomputer implementation policies, geography teachers experience with, and interest, in using microcomputers for geography; frequency of use, applications, hardware/software issues, and teachers training. The research uses a case study methodology based on four boards of education in the Ottawa region. The results are compared with previous reports, interpreted in the light of existing implementation theories and summarized in a set of suggestions for administrators and teachers. iii I would like to express my deepest thanks to my both advisors Dr. D.R.F. Taylor and Dr. Tom Wilkinson, for taking time to discuss problems and read my work. Without their guidance and advice this task would have been much more difficult. I also wish to thank the geography supervisors at the four boards of education, and the educational officer at Merivale Road for their interest in my study, and readiness to provide information and help. I am indebted to Karen Cughan, Dr. Charles Gordon and Dr. Gordon Deecker for editing this thesis. Finally, I wish to thank you my mother, and my dear friends Steven Prashker and Alun Hughes for their trust, constructive criticism and moral support. iv Contents I How is Innovation in Education Assessed ? 1 1.1 What is the Scope of this Study? 1 1.2 What is the Rationale for this Study? 5 1.3 Research Design 8 1.3.1 Research Approach 9 1.3.2 Data Acquisition H 1.4 Thesis Organization 13 II Microcomputers and Their Implications for Teaching Geography 14 2.1 Microcomputer-Innovational Technology, Attributes and Myths 14 2.1.1 Innovational Technology 14 2.1.2 Microcomputer Attributes 16 2.1.3 Myths 17 2.2 Teaching Methods and Use of Microcomputers 19 2.2.1 Lectures 20 2.2.2 Reading 21 2.2.3 Tutoring and Tutorials 22 2.2.4 Simulations and Simulation Games 24 2.2.5 Written Assignments 2^ 2.3 Conclusion 26 Microcomputer Implementation Policy at the Design Level-Ontario Ministry of Education 30 3.1 Microcomputer Implementation in Ontario 31 3.1.1 Aspects of Ministry NET Implementation Policy 3.1.2 Ministry Expectations Regarding the Educational Uses of NET 39 3.2 Ministry Steps Towards Integration of Microcomputer into the Geography Curriculum 3.3 Characteristics of the Implemented Technology 44 3.4 Conclusion 49 IV Microcomputer Implementation at the Local Level-Boards of Education 51 4.1 Methods 51 4.2 Ottawa Board of Education 52 4.3 Ottawa Roman Catholic Separate School Board 4.4 Carleton Board of Education ...