The adoption of external networking by American schools

Hypotheses from diffusion and resource dependence theory are applied to the explanation of participation in external networking (inter-networking) by schools. A national probability sample of 571 U.S. K-12 schools was used to test factors predicting schools’ use of external networks for instructional purposes. Early (vs late) adoption of computers did not predict later involvement in networking. Neither school spending nor rural region predicted network participation, except through the intervening variable of computer density. Thus, no matter how a school has acquired computers, once the base has been established it serves as an essential ingredient in taking the next step into external networking. The results were disappointing for diffusion theory and certainly point toward further investigation of this phenomenon. The findings also point to the importance of building a technological infrastructure in order to boost and leverage many of the instructional reform initiatives in education. where he has been since completing his Ph.D. at Stanford University in 1970. His primary specialty has been computing: developing computer-related methods in sociology as well as doing research on the social aspects of information technology. Shon Magnan is a Ph.D. candidate in sociology at the University of Minnesota and a research analyst at Questar Data Systems in Eagan Minnesota. This material is based on work supported by the National Science Foundation under grant number SED-9154511. Any opinions, findings, and conclusions expressed in this article do not necessarily reflect those of the National Science Foundation.