An exploratory study, using Texas public school district data, was conducted to determine the relationship between each of two demographic characteristics, student enrollment and the percentage of economically disadvantaged students, and the technology level of progress. In addition, the relationship between the two demographic characteristics, taken together, and the technology level of progress was investigated. The researcher found that across each of the six Educator Preparation and Development (EPD) focus areas, student enrollment, and the percentage of economically disadvantaged students were not related to the technology level of progress. The researcher also found that there was no meaningful multivariate relationship for linking student enrollment and the percentage of economically disadvantaged students, taken together, to the technology level of progress. A major finding that emerged from the analyses was the fact that the majority of school districts across the student enrollment and percentage of economically disadvantaged students categories were at the same level of technology progress, Developing Tech. Moreover, the percent of school districts not progressing beyond theDeveloping Tech level was differential for each of the six EPD focus areas. Two conclusions emerged from the empirical evidence. First, although the Target Tech level percentages were all small, two of the 20 types of Texas school districts consistently yielded the highest percents across the six EPD focus areas. These were school district type four (SE Under 500, PEDS 75% or Greater) and school district type twelve (SE 1,001-5,000, PEDS 75% or Greater). Second and more significant in terms of creating future interventions, programs, and incentives, empirical evidence in this study suggests that much work still remains to be done if all Texas school districts are to reach the ultimate objective where all school districts reach the Target Tech level on all six focus areas. The current study informs the digital divide literature as it relates to school district characteristics. The findings from this study suggest that long-range technology planning and funding initiatives in recent years have been successful, in beginning to address digital divide issues related to Educator Preparation and Development technology progress in public school districts.

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [275]-299).