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T. ;fl144 -
plcuAgNT .RESUME-
06- 048 632 040 09'_. . .4 ,
'404PR ftes$0.4 ifw 44-1,
TITLE #040:14,0 444 1**600-4044'. in 41.14440:400040.00,100.44 01: Education.,.
INSTITUTION -44-0-404. Dept. , .0_104 ,41#4 04-46a4oki:,itiOmipeq.-#01$
e :
fgt ,kr,c 44414-t40.k,.,Of: -1:40e presented at "."-tOe'.#000.64 1404,.012-'00/,*0*-00.001 (York,,11-444: 19744
-EDItS *00-.
,b.$scittpt00. *Electronic Data;#10.10.04,4 T*44.0.40044.!
04040
5
t,4,e4to-it ,Seditinilatie.',Ectaaaiiaii-' Statewide 'istaiiiiinqc'4*(0*Pfr4`,.04:4:444,:
0-004t0 ;(40,- tio-041:04-t- 'POST- t.c,eeto.0 the sottoot, , :;ootan,..,-*440010., Of 307
*-4*-partotate, 400 responding to the que-04004404 83 indicatedthey used electronic data 1)00$04$4, '04404.- -,0440** ,managementservices accounted for most of the computer 040**404-a410440(0*iiteand *AstotrotooI, .services 100-k from moderate to little use. Plansfor -t#1:40` use Of -00,15*te*: services 01.1;.4t0-,'-:4,00..#.00' andadministrative management will comprise anProvincial rdekfiaeM#s, of 0400:4, 41:06,,:pl.:0,000040;eit -Ilse, of.400i#00 data processing 04114444***-41.0460.0t#,
-
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
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Electronic Data Processing innadian Elementary-Secondary Education
RESEARCH AND PLANNINGManitoba Department of Youth and Education
11
6I
t,
4004400101i;
The writer wishes to express hiS 81:1100#2-'4**440.4*,t,9H'40 004'who participated 141 this survey. En 1:,04#1.0*;
who 440(1,. a13 agents for distribution and 401,10otiOn. ,or suestiOnkires,in 'various production of whatever is
Ot"-WotOl'IA, this -4.13:9#-
gosoicIr*O4gt4#4400=-4304114',04Aft*.fit,4.fY-0tidatt04',",#411000.,
=
Director of Operational Researh,
41.1*.tta:
Research Of flcer,
Department of Eduôation,
0440.440-*)i.4**;'.09.-Opoti*It*:00;Department of Ed1cãti9n,
41ry.:
-;Faculty of44,*etititt of New Brunswick,Fredericton, LB.
N 'N
Mr. H. Keith MacKay,ëSärcfr,
.
ep*rtment of ,EducatiOni'Halifax, S- - ,
Director of Curriculum,Department of. Education,
, Newfoundland. ,.
",
.r
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-.;
_ INTRODUCTION
It has 'been frequently' and' juStifiably 'Stated that ,o#,:te#Oratytechnology has extremely high potential for the initirOeMent, of eauca-tiori. Despite this 111411 potential, however, educational ,organizationshave; by and large, been slow to adopt the eqUipnient,1*.f.--teChpictUeiiof our 'technolOgical, age. lie4y -.reasons have been 'off#4,40,--explana-tion for the apparei4t reluctance of eduOtioii tO.ut1100,,:a040,48U4.1.and computer technology. It Is, not the purpose of this paper, however,to follow this lead. Rather, the -intent 18- to report the findings _ ofa ,study conducted withinv the first four months 10'.Y,0, on the extentof use In Canadian *10cation:
1,. The StUdy
'(a) PurpoSe. Ihe;,!gelietel- li,Ut`pO-00Of: -the' iit.toy was tO ±-494.itor thecurrent use of :Electt§:041Nit*,-vocegoom.g. ;004 in Canadi'an education.
this pUrpose to the fullest ,extentwould lia*Jte#1;teir4::.#4:51y.':rikU0h,,i#40-;.0-4* the titie ,Cit',/;t0OUtteji:'available permitted. iheiefoie. of
,f0:00.00,,d-i5.4 *01 4:004 *40,4"0:14#4.40.#pti*IgtOY 4,*7:0100 "*.'40-,Pro5Y1**011,0,_f ectii44004 -§0**0.9::004.1-0441zeo#toe4t* c,:if-',0440.0:0t-I, -4-44,.0411-*-0t4til-i:Te- units i(districts,counties, or 0:0:61:9404
atteitipt.i4s made tO, Obtain '4-04 on .445f.' -ot coachesschools or universities.
iii Similarly, no Information wssought -60 thei
cost dataprocessing. or computer 'services or on the manufacturer or distributorof the services, if In the private sector.
These latter two 420144.446.40 *e' significant but necessary
(c) Dimensions. 1174,e *eicket41:4;tyv-,ot, the computer is something which
gives it 'kit:41:144k potential for 00141:0440# in 4'Yc'41;;O:tr.-,i1414;00)*'4044:414:ty'14:#0 ,..0.114:000144,q144:01.1,-,41**,00,, study of
04144 180#4.46,0 in C'440449*'4******1y,' 4t404, field.To make it possible to (44-4:#0,00P-,:-1446*0100:::::0 000*Services, the field of study was mapped along two majOr dimensions.
thisdi,*0#81*,attemoteirLt9.::444.4000:: the 404-44' .044:0 of data proces-sing -**.#0404400C 1:04:4;'I:4-46atothat the major elements of input considered were equipment and personnel.E4uipntent was sub-divided 446.44t record or ,c0.1*44-4-:44(i-40,*(4014
voistotogoriz0J00p04400149A1A4:41.**0-.0o*A000t,,",
-r
--'
;Per
sonn
el.
..'.-
Zqu
ipm
ent
,-
._
--
,
D04,
Processing
44Per4#0n0
viG
tlitE
-*--
,""*
".".
---'*
--".
-
OPTRuT
-se
rvic
es
f
'5
-Systems analyst or consultant, programmer or coder, and keypunch ormachine operator.
The major elements :of output 'of the, eystretit delineated, wereoperations- or services provided. The 'services ,identified *eta:-business management-i=those .services-vriMarily related, to financialaccounting; educational management--those -services 'primarily relatedto administration of the educational organization at the :school,district or sprovincial levels instructional management--those.services primarily related' to the -educational ..process at the .dlaSs-root level; and other services--those services not clearly identifi-able in the preceding three categories.
ii) StaseesOti2eVelOpinetit., 'the second major .dimension ofanalysis was examination of the EDP 010teny.with, respect to time.Three stages of system development were defined.
sittarinin This-,14Se th,,,stage-Iftiete, .the- identification: Ofneeded services-personnel and ,equipment--had : been made, , but Onds-had-yet been expended or committed specifically for e4dootional ,dete,proceeeing.,
.1111Lelitlyit. the,_-Stage *1'414.fundscommitted or were being spent on teCtiniCal'-PereiOnnet kaUC*'os,:consult-ants, and ,0,040400 was being used, but noregular output was being ,0t04004!:. _
,Operating, This was the 'stage *theta the system was ,PerfOini-ing :so operations or *4144004 'vhich, resulted .production of
tepoirte, Apr; doom**, ..oii*,tegulets A:00.
Z. Eatliet.ResiediCh
the,14atiiiing of this atUdy !e'inm)bet- aurvey8,datS processing in education itirovekt invaluable. By far the toSt,,compre-hensive , of these earlier studies examined data processing 4:0 the
;Cities of -#0 ..***t :4400 OP."6:00600 -Oct -4084* of this ,Studywere inettuinent4 in the early stages of development of the study *rein'repOtteCti,
TOh0000#0**4k0:4004000-1444,14* 09n4404::9170* the04* five yearn 4'0'.00041i\c --400.34 several ,studies *4*# #0040.4provinces of Canadas,, ii:44,'$00,k**44044 001 first attempt at :a; Canada-wide study of 444 VrOCeSaing,;i*-adUICatiOn'Atas,,'MOMPleted _i?y,'Iteintihi".11 in1966.2 *0.:4n*,of::#4, -044*.es, .tio:,014:*****,:gtetoptio# ofautomatic data processing'by comparison of a4optèr '00'006'0400eschool districts. The techniques and scope of that '1.4081 sistudy weresubsequently refined by 00,4;
The study reported here -further :West- to refine our kimir:Of'-'the:'StatUe' of data iprocessing sntiiizetion in Cenedien education'.
6
II, SURVEY PROCEDURES
When carrying out survey researah, the ,researcher must plan hisstudy taking, into account the vagaries associated with voluntaryparticipation of the population being surveyed. The instrument andprocedures used in this study were designed to elicit immediate andvalid responses from a large percentage of the pOpulatiOnsurveyed.
1. The questionnaires
Questionnaires were developed In English ara.Preteb for .the localadministrative units and in English for the provincial departments ofeducation.* The checklist format was decided upon for eaee of responsereasons, and with full realization that much detailed information wouldbe lost as a trade-off to response facility.
2,; Distribution -and. Collection "Procedures
Canada's; -geography .Militated* *gains t áñy one fice 'even oneas central, as Winnipeg, *being a:14e to establish th contacts necessaryfor a..high ,percentage- of questionnaire return. 'Therefore, it wasdecided that an -1:#41.V4101 in each of the :44t.:00044,iii -would be askedto act as 4041 agent for -diatrihntloit:anit,:colleCtion'!bf the .queStion=
Gratifying cooperation was *eceiVe0;1#0vt4ess.agents10444the pepat*:tiket-49, 'of Education, .universities 44::rose#0
Table 1 indicates 'local ádmjn8tratIvë unt iiiiittibutiott Sand,return 'og..queition*Sit.*:1:#. the -0.110,t: participating provinces. ,(foonce,4410r4' Takiii4'111*-06130e. 400:14.a:siii.4#140010 ',1*.th:6:*.cite:ct..,) Theresponses . by province ranged foni.,sporOlpostoy 43 to 93 per cent, withan eight '0rovinceaVerage:'Of :72 per cent..
3. Data Atiallitiis,
The .nature, Of the :informatiOn 'the .,questionnairestributed dictated datinalysis procedures which were basically tallyand tabulation, rather than comparison and ,441108._ -these,;PrOdedlireso-therefore, .ptOduCed, 40;404V* ,rather' -thin: 'infe,'0,ii:04 :1344844:
111,- Ow 00010:
The :purpose of this section is to examine in some detail, theinPUt,,,arnif,foUtput.!,Of the current and ,fUtUr*,da4,'ffi'ilicesaing systems at$00. #4 10c0.1, -04044;3#01:tive' 004 404' -,i)ro,40041 iteta#100i.1:001.0.
* ies of the'-'440104nakireg are available ob*recinee,t fromthe,
TABLE
QUESTIONNAIRE DISTRIBUTION AND PERCENTAGEtittutigb,,'-st
proirince
,.. Questionnaires PerCentageDistributed-, --.RetUrnet :Returned
B.C.
Alberta
'SaskatcheWan
Manitoba
'Ontario
,New--Brunswick
NoVa Scdtia
,tiewt9$41allit,
Total
60.
'68
41
60
:42'
'14
47
63
62
38
34
'18
25,
20
78.3
78.7
91.2
92.7
56.6
714
50:6,
-.oak 4;7,7
t11
1. Local Administrative Units
(a) In operation. Tables II to V indiCate the extent of local unitdata processing services by province.
Table II shows use of financial accounting services, especiallypayroll, to be the most frequently used budipesti management operations.Data processing of payroll is -tided in 74 of the -responding, lOCalOntario and British Columbia lead the ;way in aggtegate ude of EDP forbusiness management.
8
Use of EDP in educational management services, as presented inTable III, takes a similar pattern. iloWever, in this area, Ontario iswell ahead of British ,ColtiMbia in total utilization. Ati may be expected,the most frequently used' educational management services are Studentscheduling, with 54 units, and' test scoring and student achievement,with 37 and 32 units respectiirely reporting use.
As demonstrated by Tables- IV' and. V, EDP output in the form ofinstructional management and other services are far less extensivelyused than are bUdineSe _'and, educational management .services.- ;Nevertheless-,a number Of' 1641 --adianiiitratiVe units are AitiliZing EDP in the. area oftest development and research".
To provide the. pUtpUt_ services indicated. in' the -abovean input of men- and .machines is necessary., Tables "VI" describethis input.
There ate. 'a -ituiSbet of. inter_edting aspects to the, picture of 'EDPpersonnel :presented: in tole, Vt.: ,First;,, over half the units te-potted use of -EDP personnel located ,their own central. offi:cea, andthe largest. proportion. ,of .these, was of the,*elpUnch and Machine. operatortype. 'PeCcind, .41.70- than', one-tthitd Of -the-nui,ti repotted use of ,servicebureau or university ,perdo#41. Finally, less than 'one- seventh of theunits reporting -used provincial gOVetniaent petsOnnel. To the extent thatptovincial personnel were used, ,.they were iatgely of the middle rangeconguitarit, iinaiyet or i)rditri*I4 tytie:
With tegard, to equipment ,iise* 'table VII indicates approximatelyequal use of ,1:00): -1404-4040,**egot'ilataste. lialfeVeis, the tendencyappears to be tO uti*'eXternally'-Contr011ed, more than locally ,CcintToiledCOMptitet equipment. -Ati:-;Wititj,lietSOnnei., there quite, limited use ofprovincial hardWate,:of eititter the, unit -,t,e0Ord, or computer
In dui* aty,,_,the*, the current 40 tate 'of EDP systems in 'local edritini-Streitive units, in ',Canada is ,.ChatatiCtsetiZect:
h0111. 10- *4 1104040 resources 1.70.14 dividedbetWeen.,11.0d4linit..04;:00r0.-Oe.;43nrenu university;,
Very- limited inOnt, :Of equipment or vereonnel from proVincial.goVetnMents,.
E V
III
(con
tinue
d'
sit4
ce Adm
inis
trat
ive=
and
iSp
orts
'Tra
nspo
rtat
ion=
.Sai
4444
471'
1)4
;04
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4e00
0'0.
-4.t
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s
174-
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din
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for-
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ool
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ata
8 3
Tot
al
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Tot
al 1
8.
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4144
tritt
ive*
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tatig
4,40
1. R
epor
ts-
routes, scheduling, 440
mai
nten
ane
-rec
ords
.)
*Ou414444'4m4*--,
ment. Ma tenance
..
114,, J44.**0-.000-:-::.'
for
Scho
olBuilding
J.,
1??C
iP41
#10,
4, 'a
nd:
Cen
sus
Dat
at.
!Tot
al:
90
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12'
225. 3
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11
21
r
5544
.
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.141
04 4
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t
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:Su
bstit
ute
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=
246.
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;Dat
a; S
YS
tein
m
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54 37 32 21 0 23 12 2
To
52'1
05
,,'-'
--
TA
BL
E n
r
LOCAL ADMINISTRATIVE 'UNITS OPERATING,, EDP INSTRUCTIONAL,
riA
NA
Gg'
ipit
PRO
VIN
CE
Serv
ice
.B.C.
Alta.
Sask.
Man.
Ont.
N.B.
,Nfl
d.T
otal
-
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est ,
:sei
tode
s l(
e.g.
3-2
212
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ifte
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talie
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1:11
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it'l."
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rvIc
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rary
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icro
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e L
ibra
ry
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ids
Seiiv
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--
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4- 4 1
.,
TA
BL
E V
Loud, ADMINISTRATtVEUNtTSOPERATiNG
OT
HE
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DP
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ES,
BY
PR
OV
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otvi
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3.
Information
:6'0
*(a
)Pupil ,04.4t* b4.0k-
10-
:14-
0-64
44data -134*
13
'-(c) Program
data
bO
lc
(d);. Finance data bank
3;-
141'461:litigiAata:
1
-1**
4.
()di
et*
2 '8 4 4 2'. 3
:Tot
al1
...
33,
:.
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,
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.;:r4
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WA
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N*4
410:
t;E
M t0
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i411
481;
-
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reo*
iel
Tot
al
Coordinator
orDirector,
a= I
n lo
cal '
offi
ce2
1
114
itt-,
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oir.
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University
.,.
s***,-****'iji
--05
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444c
:' '-,
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cal -
-60.
10'
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, -:
1-,ii,
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5
-d. In service
J*,±
6.40
3- -
:2-2:-
-14-
1,
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'**I
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40:ji
ti*-=
0-04
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itt9/
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off.
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2 ;
-412
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1:
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'3
,?:
4.,
5''University or other-
2:
1,1
8
3
4
18,
7
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e, tl
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eina
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,
Atta
Nfld.
Tot
al
KeY
oPer4tOr
'a. In local otfice
/11.PrOVi
-co
sdrvis1?W
c-eall's
4CnivertY or bt4er
:(3,010:401:le:
'dat
a. r
iot=
=-4-1r,..4.0)11iie;
71
'x0-
oox-
Provindial
78
Tot
al a
'sei
wce
`bu
reau
:
!rota-
e-r.
`,
z,
TA
BL
E V
II
LO
CA
L A
PNIk
IEB
YT
4TI
EQ
UIP
mE
ili
.UN
ITS
USI
NG
ED
PN
DT
-PR
OV
INC
E
tqui
lmite
ntSa
S14
11i=
Mit*
1;0V
:7-
Toto.,
;RO
O'c
ird.
14-
'Ii4
Apc
ai::c
iffi
te-
;;I*4
*..0
'..
University,
or,
othe
r:
.owiputer
a. lI
n 1-
0c41
, office
c.
:seitoite: bnieani
1400
:131
i*-
-46'
t
Ter
min
als;
is s
choo
ls.
15
8
ot4,
iota
x7
Total..provincial.
15
-"T
041:
',*;6
040i
1?4t
044:
Toi
41
aCom
para
ble
data
. :no
t ,av
alla
blE
,
ttiAtaltreinmemeon....
17
iii) major output of services in the area, off, bUSinesS -Manageinent,particularly in payroll and, fininciiil acCO,untingoperatiOnS,, ánd
iv) major output of !0",0:PePjn,in the area of student sChedUlingi tetting:' and reporting-PrOCediftei.
(b) DeVeioPing,
The tom of the .sUrvey, inittrnMent',#,OVided the ;opportunity forthe local units to in4iCate. the ,ar,40:4**41cii, they were *DPprocedures. Information on this intermediate stage of :deVe1opment, ispresented in .'ables, #I/I to xt..
Table VIII indicates r that the ':1114:10r- development 1.i1440i#600management services is taking p4ce in Ontario. 1gortlietmOet, Oki43, cle-velopment, is in the areas of "gioanol:44:, accounting, .largely *4014*;payroll. Presumably, , *OP payroll procedures require little, -furtfier, de-ire lopment..
In aggregate, ;:afilikkrs' More: ,develOPMent toctog, 040e,in educational than in, business management. Table- It sh9ws that 07,010-tent is well 41:6#1.1*44: throughout the edUcatiOnkl, management services,with the exception of ,linbstitute;:ti400:t; and #0,1441-:04*In addition to Columbia are aignifi-cantly 4004'40490*4:
The clata preSeti*"iil':*to;)t#4to4te, very :44,44 .464:40-1*,entin the area of inOtr:34.4#041*11401100,800;08-i, -41100Y., more devel-opment is taking, Oa* In other Services, especially in Ontario., "toleXI also 101444 that .deistotithot, of nfOrtiic(0.* *tie* is receivingsome at tentiOn.,
It Should be noted that while .services are being, developed,currently available -personnel and _equipment must be utilized. Thus,while one may conceive of developing personnel and hardware, no inform-ation on this phase was elicited from the survey participants. One mayConclude, however,, that the proportion of ,personnel and equipment beingused for development purpcses is considerably : :smaller than the actualoperational 'Use.
(c) Planned
The anticipSted input and 'outptit of local administrative unitEDP Systems is disp1Syed in, Tables 'Of, to XVII.
Perhaps 'the most -'nctable, feature -of .'Iable XII, is the 'consistencyof planned output in business management with respect to the specificservices. :Even areei,SuCh,,,85, transportation,, equipment, and buildingprocedures are seen : as :potential ,itre41,,tOr EDP use, 'There, is a similarcOnsiSteiiC;i of expected -Output_ in the business management area acrossthe five westernmost provinces.
18
yAr
eEce
-
TA
BL
E:
Lt A
L A
DM
INIS
TR
AT
IVE
;UN
ITSt
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EM
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T -
SER
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ES;
;. B
Y P
RO
VIN
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:
pita
l
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7
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:App
ropr
iatio
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5.'B
ilgte
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0-: '
410
'Po-
Ottr
olr:
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udge
t
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1401
407;
.400
#4'.
tc g
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pita
l, -,
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men
t; 14
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eral
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iatq
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ger's
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BL
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;004
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nist
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e .a
nd.
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fStic
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epor
t's
` 04
-
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004,
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-444
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- 41
0.*
***t
oaaa
ce-.
.,tec
os0.
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10=
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Obl
,m
eat
ItO
n114
0,ot
-+
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Bul
diag
;Rep
orts
=16
r:,S
g409
t-44
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t 14*
.
Popu
latio
n an
dC
ensu
P Pa
tti
Tot
al 8
7,
-4?
LO
CA
L -
0140
4*10
,9R
1SIT
's''0
**V
OT
i"tit
O--
7050
115#
0Air
%0$
4,--
F2:
tEN
T'.S
ER
VT
CE
S-:
CE
ME
NT
'
+,,
ce
,A4A
:O
nt;.
NA
Tot
alL
-
stud
ents
=; :
teac
hers
***4
40)
scor
ing.
:**
4-44
04 0400
t-,1
1#10
1:-
:tioi
i
.
.4kt
teno
ode,
,Ago
ods:
li:40
0,-)
tegi
sttg
ir*1
0#-
7.:C
umul
ativ
elie
cot4
e:
1'1*
0eS#
9.`T
eita
ttiff
it, 'f
ieti;
Otin
elR
eCor
ds,
10. ,
Med
ical
-D
ata
Syst
em
1
115 11 1.1
Tot
al40
N'
rqt=
.4<
&1:
LSI
A.
jft
A-
0444
4*,
TABLE X
LOCAL ADMINISTRATIVE UNITS DEVELOPING EDP INSTRUCTIONAL
MANAGEMENT SERVICES, BY PROVINCE
Service
toN
INN
S.4
.10.
4MN
IIIN
IM41
11,
41=
B.C.
lta.
Sask.
"
Ont.
N.S.
-11:
ilia-
-:T°*al'
1.
Test Services (e.g.
tests and test items)
2.
Library Services
(e.g. book lending, re-
quisitioning, etc.)
3.
Film Library
Services
4.
Filmstrip .Library
Services
5.
Microfilm Library
Services
6.
Microfiche Library
Services
13
11
12
1
11
:1
7.
Teaching Aids
1
Service
Total
4
,.;...
.:44.
1,04
4.4a
g464
.44E
4245
114a
tWis
tsov
isat
61
16
.6 3.
-
TABLE XI
LOCAL ADMINISTRATIVE UNITS DEVELOPING
OTHER EDP SERVICES, BY PROVINCE
Service
Pravinte
B.C.
Alta.
Sask..
Mail.
ant.-
M.S."
Nfld.
Total
1.
Simulations (e.g.
space construction,
building site selec-
tion, study programs)
2.
Research
3.
Information System
1
(a) Pupil data bank
33
(b) Personnel data bank
35
8.
(c) Program data bank
2
(d) Finance data bank
4
(e) Facilities data
bank
12
4.
Others
11
2
Total
81
118
28,
TABLE XII
LOCAL ADMINISTRATIVE UNITS PLANNING EDP BUSINESS
MANAGEMENT SERVICES, BY PROVINCE
Service
Province
B.C.
Alta.
Sask.
Man.
Oht.
I.
Payroll (e.g. pay-
roll deduction, cheque
printing, etc.)
35
58
6
2.
Voucher Accounting
(e.g. accounts payable,
purchase orders requisi-
tion.)
66
7
3.
Cash Receipts and
63
57
8Receivables
4.
Appropriation and
53
47
8Expenditure Accounting
5.
Budget Analysis and
64
68
11
2Control (e.g. cost
analysis, budget prepar-
ation)
6.
Inventory Control
(e.g. capital, supplies,
equipment, warehouse)
54
519
7.
General Ledger and
55
56
11
Subsidiary Ledgers
Total
27
33.
29
28:-
37 34 33
.
Service
TABLE XII (continued)
Province
B.C.
Alta.
Sask.
Man.
Ont.
N.B.
N.S.
Total
'
8.
Administrative and
63
76
82
32
Statistical Reports
9.
Transportation (e.g.
12
23
41
la
routes, scheduling, bus
maintenance records)
10. School and Equip-
ment Maintenance Records
45
310
1.
23,
14
55
42
44
64
105
10
-32
0
11.
Building Reports
32
22
4for School Building Plan-
ning
12. Population and Census
Data
51
22
7
Total
25.
The planning for educational managethentlierviced lacki both themagnitude and consistency extant in hnAirieSS management. "Table XIII
indicates that Alberta, BfitiSh, ColUMbit.and Manitoba are Planning.EDP output in educational manigint Of.a'similar magnitude to thit.inOntario. This planning remains basically in the pupil accounting areasof scheduling, testing and enrollMent.
Tables XIV and XV indicate litited,anticipation of EDP servicesin instructional management and other areas. Planning. in- Ontario,
Alberta and Manitoba foci:Ogee on testing and library services, as wellas on information system services.
Conttary to.the current personnel input, Table XVI indicatesthat local units anticipate use Of provincial and local personnel, morethan service bureau or university people. This trend is not reflectedin the planned use of equipment. Table XVII, rather, suggest thathardware in provincial gOVetimients and service bureaus will be used moreextensively than equipment located in the school unit.
If these data arean accurate forecast, then EDP operations oflocal school units, in the immediate future, will be characterized by:
;i) business management services expansion into provinces notnow greatly involved and utilization of EDP in currently limited-useareas such as transportation,-equipment, and building records,
ii) similar expansion in educational and instructional managementoutput, as well as information systems,
iii) a shift of personnel input from highly local to local andprovincial government, and
iv) a change in hardware usage from local and service bureau toprovincial and service bureau.
These trends are evident in Tables XVIII to XX which presentsummaries of the data described above.
2. Provincial Departments of Education
All ten provincial Departments of Education returned questionnaires.Because of the small number of respondents, Tables XXI to XXVI presentonly summaries of provincial department EDP systems.
Table XXI indicates four provinces currently offering expenditureaccounting, five statistical reports and seven providing payroll servicesin business management output. The major areas under development arebudget analysis and statistical reports, while five provinces are planningto handle aspects of transportation through EDP. It is interesting tonote that significantly more output services are being developed thanare currently being planned.
26
TABLE XIII
LOCAL ADMINISTRATIVE UNITS PLANNING EDP EDUCATIONAL
MANAGEMENT SERVICES, BY PROVINCE'
Service
Ptovince
Total
B.C.
Alta.
Sask.
144n.
Ont.
bt.S.
Nfle1.
1.
Scheduling (e.g.
students, teachers,
classes)
5:
74
82
3111
31
2.
Test Scoring and
24
46
41
21:
Analysis
3.
Student Marks
85
13
53
25:
and Reports
4.
Grade distribu-
tion
32
12
513,
5.
Enrollment and
76
22
41
22
Attendance Records
6.
Pupil Registra-
tion
46
13
418
7.
Pupil Cumulative
24
12
15
Records
8.
Substitute Teacher
22
26
Placement
9.
Teaching Personnel
14
13
Records
10. Medical Data System
11
2
Total
33
41
15
33
39
TABLE XIV
LOCAL ADMINISTRATIVE UNITS PLANNING EDP INSTRUCTIONAL
MANAGEMENT SERVICES, BY PROVINCE
Service
1.
Test Services (e.g.
tests and test items)
2.
Library Services
(e.g. book lending, re-
quisitioning, etc.)
3.
Film Library
Services
4.
Filmstrip Library
Services
5.
Microfilm Library
Services
6.
Microfiche Library
Services
7.
Teaching Aids
Service
Province,.
B.C.
Alta.
Sask., 'Ilan. Alat.
N.B.
N.S:
33
52
1
24
13
5
12
26
12
25
11
1
11
12
13
1
Total
915
714
18
70.1
0....
1...
14
15
ZD
TABLE XV
LOCAL ADMINISTRATIVE-UNITSPLANNING
OTHER EDP SERVICES,
BY-PROVINCE
Service
1.
Simulations (e.g.
space
construction,
building site selec-
tion, study programs)
2.
Research
3.
Information System
(a) Pupil data bank
(b) Personnel data bank
(c) Program data bank
(d) Finance data bank
(e) Facilities data
bank
4.
Others
Total
iser
oliin
ceB
.CA
ltaSa
sk.
Man
.O
nt.
LB
.-
N.S
.
11
11
12
2
34
3
23
5
22
33
22
34
12
24 1
613
19
23
Total
5 10
10 0 11 9
- W
M'
,4.e
4.,,e
44..;
44.r
4'7
4's'
4"' 3
4-4;
v
TABLE XVI
LOCAL ADMINISTRATIVE UNITS PLANNING TO-EMPLOY
EDP PERSONNEL, BY TYPE AND PROVINCE
Personnel
aB.C.
1.
Coordinator or Director
a. In local office
b. In pray. govtt.
c. In service bureau,
University or other
2.
Systems analyst or
Consultant
a. In local office
b. In prow. govIt.
c. In service bureau,
University or other
3.
Programmer or Coder
a. In local office
b. In prov. gov't.
c. In service bureau,
University or other
ProVince,
Man-.
'Gilt:
LB.
N.Sii
Nfld.
Total
Alta.
Sask.
31
27
12
13
24
31
1.3
21
21
1
11
35.
21
21
21
2
aComparable data not available
,ara
rs,..
.-m
otes
:510
.45)
TABLE XVI (continued)
aProvinCe
Personnel
B.C.
Alta.
Sask.
Man.
Ont.-
1R.B.
Total
4.
Keypunch or Machine
Operator
a. In local office
2
b. In prov. gov't.
51
21
c. In service bureau,
2University or other
51
4111
1=11
.111
1111
1111
111/
9
4
Total local
27-
Total provinCial
CAD
Total 'service, bureau
I...
.44"
1....
.."."
*".
28
21
Total
70,
"`
aComparable data not available
E\D
TABLE XVII
LOCAL ADMINISTRATIVE UNITS PLANNINGTO USE
EDP EQUIPMENT, BY TYPE AND PROVINCE
Equipment
1.
Unit Record
a. In local office
b. In
prov. gov't.
c. In service bureau,
University or other
2.
Computer
a. In local office
b. In
prov. gov't.
c. In service bureau,
University or other
3.
Terminals in schools
Province
Total
Alta.
Sask.
Man.
Ont.
N.B.
N.S.
Nfld.
33
41
11
61
33
12
16
42
33
21
116
31
41
96
23
23
117
76
14
21
12
.2
16
Total local,
26
Total provincial
Total service 'bureau
33'
'37
Total
wkl
,
aComparable data not available
32
TABLE VIII
SUMMARY 'OF -46(4 ADMINISTRATIVE. iJNiTS DP-SERVICES BY STAGE O DVLOPNT
ServiceS Operational Developing Planned
1. Businessmanagement 315 66 '320
2. Educationalmanagement 212 78 172
3. Instructionalmanagement 29 18 63
4. Other 33 28 61
Total 589 190 616
33
33
TABLE XIX
SUMMARY OF LOCAL ADMINISTRATIVE UNITS EDPPERSONNEL PRESENT AND FUTURE
PersonnelStage of Development
Employed Planned
1. Coordinators orDirectors 25 17
2. Systems analystsor Consultants 32 22
3. Programmers orCoders 38 16
4. Keypunch orMachine Operators 41 21
Total 136 76
34
TABLE XX
SUMMARY OF LOCAL ADMINISTRATIVE UNITS EDPEQUIPMENT PRESENT AND FUTURE
EquipmentStage of Development
In Use Planned
1. Unit Record 38 43
2. Computer 56 47
3. Terminals in schools 4 6
Total 98 96
34
35
TABLE XXI
PROVINCIAL DEPARTMENTS OF EDUCATION EDP BUSINESSMANAGEMENT SERVICES, BY STAGE OF DEVELOPMENT
Service TotalOperating Development Planned
1. Payroll (e.g. pay-roll deduction, chequeprinting, etc.) 7 1 9
2. Voucher Accounting(e.g. accounts pay-able, purchase ordersrequisitioning.) 3 1 1 5
3. Cash Receipts andReceivables 2 1 3
4. Appropriation andExpenditure Accounting. 4 2 1
5.Budget Analysisand Control (e.g. costanalysis, budgetpreparation.) 3 3 1 7
6. Inventory Control(e.g. capital, supplies,equipment, warehouse) 2 2 2 6
7. General Ledger andSubsidiary Ledgers 2 1 2 5
8. Administrative andStatistical Reports 5 4 9
9. Transportation (e.g.routes,. scheduling, busmaintenance records.) 2 5 7
10. School and Equip-ment MaintenanceRecords 2 1 3
36
TABLE XXI (continued)
ServiceStage pf Development
Operating hiveloping Manned Total
11. Building Reportsfor School BuildingPlanning
12. Population andCensus Data
Total
1 2 1 4
2 2
31 20 16 67
37
37
This same trend is evident in educational management services aswell. Table XXII shows current operations largely in test scoring andstudent marks, with student enrollment, registration and cumulative recordsbeing developed, and scheduling the main service being planned.
Almost no instructional management services are in operation,and few are being developed or planned. Evidence of this can be seenin Table XXIII.
There is some development in provincial information systems,however. Table XXIV shows five provinces developing pupil, and threepersonnel data banks.
In terms of personnel input, approximately twice as much use ismade of Department of Education and other provincial department EDPpersonnel, than of service bureau or university people. Table XXV indicatesonly three of the Departments of Education reported having their own EDPCoordinator or Director. Comparatively little EDP personnel inputincrease is anticipated.
Table XXVI shows all ten provincial Departments of Educationeither using or planning to use unit record equipment in anotherprovincial government department. Four education departments plan touse the computer located in another department and three report currentlyusing their own. The tendency is for Departments of Education to useEDP installations located within the provincial government rather than togo to a service bureau or university.
Provincial Department of Education EDP systems are generallycharacterized by:
i) more emphasis on development, as compared to operating andplanning, than local administrative units, and
ii) focus on input in terms of both personnel and equipment fromgovernment rather than private sector sources.
IV. CONCLUSIONS
1. Trends in local administrative unit EDP
(a) Users
The dramatic increase in the number of local administrative unitsusing EDP services is evident from Figure II. During the four year periodfrom 1966 to the present, the number of user districts has increased from14 to 83. Some of this increase may be due to the difference in surveyprocedures used in the four studies conducted. Nevertheless, this periodhas seen at least a five-fold increase in the number of EDP user districts.
Table XXVII indicates that the increase has been largely in the
38
38
TABLE XXII
PROVINCIAL DEPARTMENTS OF EDUCATION EDP EDUCATIONALMANAGEMENT SERVICES, BY STAGE OF DEVELOPMENTe
ServiceStep of Development_
TotalOperating Developing Planned
1. Scheduling (e.g.student, teachers,classes) 1 2 4 7
2. Test Scoring andAnalysis 6 2 2 10
3. Student Marks andReports 4 2 6
4. Grade distribution 1 1
5. Enrollment andAttendance Records 2 3 2 7
6. Pupil Registra-tion 3 1 6
7. Pupil CumulativeRecords 2 3 1 6
8. Substitute TeacherPlacement 2 2
9. Teaching PersonnelRecords 3 2 5
10. Medical Data System 1 1 2 4
Total 23 19 12 54
39
TABLE XXIII
PROVINCIAL DEPARTMENTS OF EDUCATION EDP INSTRUCTIONALMANAGEMENT SERVICES, BY STAGE OF DEVELOPMENT
ServiceStage of Development
TotalOperating Developing Planned
1. Test Services (e.g.tests and test items) 3 1 2 6
2. Library Services(e.g. book lendin g, re-quisitioning, etc.) 2 2 4
3. Film LibraryServices 2 2
4. Filmstrip LibraryServices 1 1 2
5. Microfilm LibraryServices 1 1
6. Microfiche LibraryServices 1 1
7. Teaching AidsService 1 1 2
Total 5 9 4 18
40
40./
TABLE XXIV
PROVINCIAL DEPARTMENTS OF EDUCATION OTHEREDP SERVICES, BY STAGE OF DEVELOPMENT
ServiceStage of Development
Operating' Developing Planned Total
I. Simulations (e.g.space construction,building site selec-tion, study programs)
2. Research
3. Information System
(a) Pupil data bank
(b) Personnel data bank
(c) Program data bank
(d) Finance data bank
(e) Facilities databank
4. Others
Total
2 2 4
2 4 I- 7
1 5 1 7
1 3 1 5
1 1 1 3
1 2 2 5
1 2 1 4
4 2 1 7
11 21 10 42
4.1
41
TABLE XXV
PROVINCIAL DEPARTMENTS OF EDUCATIONEDP PERSONNEL, PRESENT AND FUTURE
Personnel
Stage of DevelopmentEmployed Planned Total
1. Coordinator or Director
(a) In Dept. of Ed.
(b) In other gov't dept.
(c) In service bureau,University, or other
3
2. Systems Analyst orConsultant
(a) In Dept. of Ed. 3
(b) In other gov't dept. 5
(c) In service bureau,University, or other 2
3. Programmer or Coder
(a) In Dept. of Ed. 4
(b) In other gov't. dept. 5
(c) In service bureau,University, or other 1 4
4. Keypunch or MachineOperator
(a) In Dept. of Ed. 5
(b) In other gav't. dept. 5
(c) In service bureau,University, or other 5
1 4
2
1
2
1
1
5
6
2
4
7
4
6
6
5
Total Dept. or Ed. 19
Total other prov.dept. 19
Total service bureau 11
Total 49
42
42
TABLE XXVI
PROVINCIAL DEPARTMENTS OF EDUCATIONEDP EQUIPMENT, PRESENT AND FUTURE
EquipmentStage of Development
TotalIn Use Planned
1. Unit record
(a) Dept. of Ed. 3 1 4
(b) Other gov't. dept. 4 6 .10
(c) Service bureau 2 1 3
2. Computer
(a) Dept. of Ed. 3 3
(b) Other gav't. dept. 2 4 6
(c) Service bureau 3 2 5
3. (a) Regional centers 2 2
(b) Terminals 1 3 4
Total Dept. of Ed. 13
Total other gov't. dept. 16
Total service bureau 8
Total 37
43
No. of
Users
I
1966 1967 1968
Year
FIGURE II
1969
INCREASE IN NUMBER OF LOCAL ADMINISTRATIVEUNITS USING EDP
44
1970
43
TABLE XXVII
INCREASE IN NUMBER OF LOCAL ADMINISTRATIVEUNITS USING EDP, BY SIZE
IMO
UnitEnrollment
_Number of Users
1966a 1969b
1970
Fewer than 10,000 3 4 40
10,001 - 25,000 2 8 21
25,001 - 50,000 2 13 15
50,001 - 100,000 6 5 5
More than 100,000 1 3 2
Total 14 33 83
allemphill, 22,cit.
bPallesen, 22.cit.
44
45
small and intermediate size units with enrollment of fewer than 25,000students. This exponential growth is no doubt a function of thea -ailability of payroll and voucher accounting packages provided bymks and recently established EDP service centers. These packages
provide frequent, accurate and relatively inexpensive accounting pro-cedures for even the smallest school units.
Data from the current study, displayed in Table XXVIII, indicatethat almost all districts of more than 25,000 enrollment are using EDPfor one or more operations. This suggests that the major part of theincrease in the number of users will take place in the reservoir ofdistricts with enrollment of fewer than 25,000.
(b) Output
The next question to be answered is What types of services wiZZcomprise this increased output? This question is partially answered byFigure III. This figure indicates, first of all, that the planned useof EDP output is greater than that currently being used, and signifi-cantly greater than that which is currently being developed. Secondly,there is an increase in the planned use of EDP for business managementservices. This is complemented by a decrease in the expectation ofEDP services in instructional management. The proportion of education-al management and other services will remain fairly constant.
Figure IV reaffirms the small and intermediate size school unitsas those where EDP output will greatly increase and also indicates thatthis increase will be primarily in business and educational managementservices.
(c) Input
The magnitude of planned EDP output is not matched with personnelinput. As indicated in Figure III, there is greater than 100 per centexpansion planned in EDP services. However, Figure V shows only 56 percent expansion in planned personnel. There is also a clearly demonstratedshift from current local to future provincial personnel input.
Increase in equipment input of almost 100 per cent is expected,with the proportion of provincial input increasing in a manner similar tothat of personnel.
2. Trends in provincial Departments of Education EDP
The small number of provincial Departments ofd: Education report-ing did not provide a sufficiently large sample for as detailed a des-cription as did the number of local administrative units. However, anumber of trends are suggested.
46
46
TABLE XXVIII
LOCAL ADMINISTRATIVE UNITS USING EDP AS APERCENTAGE OF THOSE RESPONDING, BY SIZE .
Total StudentEnrollment
No. of Units PercentageUsersNon-users Users
Fewer than 10,000 210 40 16.0
10,001 - 25,000. 12 21 63.6
25,001 - 50,000 2 15 88.3
50,001 - 100,000 - 5 100.0
More than 100,000 - 2 100.0
Total 224 83 27.0
4'i
,.:g
r,zz
e
bAlb
00
.4M
316-
,;5
Operating
Business
Management
(39%)
Educational
Management
(35%)
FIGURE III
Developing
Business
Management
(39%)
PRESENT AND PROJECTED VOLUME AND
.TYPE OF LOCAL UNIT EDP OUTPUT
Educat'l
Management
(39%)
Planned
Business
Management
(45%)
Instil
Man.
(10%)
Educational
Management
(36%)
,,
8G
60
40.
20
0
60
20
0
4Jot-1
1-4 20-4.1
4.) o
H F Z °=.20.
0[;1Fewer than10,000(350)
... .. .
. .
10,001-25,000
.t
1.,I; 1.::*.*.:;.
48
Operating Developing Planned
key
1,11:311,10.61,7InliNIMPUINEM
..25,001-50,000 50,001-100,000
(33) (17)- (5)
Local Unit Enrollment(No. of Units reporting)
FIGURE IV
LOCAL ADMINISTRATIVE UNIT PRESENT AND PROJECTEDEDP OUTPUT, BY TYPE OF SERVICE AND UNIT SIZE
49
GEN.R.13071141.=1M
.111
EMore than100,000
(2)
(
Prov.(15%)
Present
Local(41%)
ServiceBureau(44%)
Present
Personnel
Provincial(34%)
Equipment
FIGURE V
Prov.(37%)
Local(36%)
ServiceBureau(27%)
Projected
Local(27%)
PRESENT AND PROJECTED VOLUME AND TYPEOF LOCAL UNIT EDP INPUT
50
ServiceBureau(39%)
Projected
49
ik
,
r.
keetttlri;tXtVeTcrazgmrteemssrr.r.rnms"m...........
50(a) Output
Table XXIX indicates that the provincial Departments are pro-portionally more involved in development than are local units. Thissuggests that they may be attempting to develop the services whichlocal units will need in the future.
This development follows the local unit trend to business andeducational management services but more than matches local expecta-tions in such other services as research and information systems.
(b) Input
Table XXX shows that provincial Departments anticipate a doublingof equipment input into EDP operations, but also indicates littleplanned increase in personnel input.
3. Implications
The primary trend of all these data is obvious; EDP in Canadianeducation is growing rapidly, perhaps exponentially. This growth ishaving, and will continue to have, a great impact on all thoseassociated with education.
The major implications from the study would appear to be thefollowing:
(a) Provincial Departments of Education must prepare for increasedcall on their EDP services from local administrative units. While thereare some indications that provincial development is taking place inthe areas local units require, the magnitude of service anticipatedfar outstrips the planned input at the provincial level.
If the need for EDP service at the local unit level is not fulfilledby the provincial government, services from the private sector will besought. Although this in itself is not necessarily bad, it may well re-sult in a topsy-like proliferation of services beyond the benefits ofcoordinated effort.
(b) The often called for provincial leadership in EDP seems to beemerging in the form of integrated information systems. Perhaps thisis due to the efforts of the Ministers Information Services Committee(MSC) and DBS. Whatever its origin, this trend should be supported bythe local school units because the benefits which will accrue fromprovincial coordination will far outweigh the limitations associatedwith some standardization of procedures.
(c) The anticipated expansion of EDP services makes the need foradditional effort in producing personnel and equipment axiomatic. Insecondary schools, community colleges, and univewsities, trainingprograms for the full range of EDP personnel mus :-. be greatly and rapidlyexpanded.
Perhaps the need to educate educators to 'lie characteristics and
51 I
51
TABLE XXIX
SUMMARY OF PROVINCILL DEPARTMENT OF EDUCATIONEDP OUTPUT BY TYPE OF SERVICE
AND STAGE OF DEVELOPMENT
Servicege of Development
Operating Developing Planned Total
BusinessManagement 31 20
EducationalManagement 23 19
InstructionalManagement 5 9
Other 11 21
Total 70 69
16
12
4
10
67
54
18
42
A2 181
52
52
TABLE =
PRESENT AND PROJECTED SUMMARY OF PROVINCIALDEPARTMENT OF EDUCATION EDP INPUT BY TYPE
InputState of Development
TotalPresent Projected
Personnel
Equipment
41
18
8
19
49
37
4
53
53
potential of EDP in their profession is of even greater import. Toofew educators are involved in the development of EDP hardware and soft-ware.- As a result, all too frequently the educational procedure isadapted to fit a computer program developed for business or industryrather than the reverse. What is sorely needed is a comprehensiveprogram of development of education personnel to the ways of thecomputer. At the present time this program should concentrate oneducational administrators, but the future will see the computer inthe classroom as well. Thus, all teacher education programs musthave a computer understanding and appreciation component.
(d) Finally, the most significant implication of all. Almostall of the current, developing, and planned use of the computer inCanadian education relates to administrative applications. Yet these'uses are only support services to the actual educational process.Although no specific questions were asked on this topic, only one ofthe more than 300 questionnaires returned suggested plans forcomputer- assisted learning.
Those who have read Leonard's Education and Ecstacy5 have hadglimpses of the potential of the computer. Dynamic, dedicated andcreative leadership is needed to transform this potential into reality.
54
REFERENCES
1. Data Processing in the Great Cities - 1967, Research Councilof the Great Cities Program for School Improvement,Washington, D.C., 1969.
2. H. David Hemphill, A Survey and Analysis of the Adoption ofAutomatic Data Processing in Canadian School Districts,(unpublished M.Ed. thesis, University of Alberta, Edmonton,1966).
3. H.A. Wallin, Computer Role in Administration, School Progress,(May, 1968), pp.46-47,62.
4. Leonard C. Pallesen, A Survey of the Applications of ElectronicData Processing to Pre-College Education in Canada,(unpublished Ph.D. candidacy paper, University of Calgary,
1969).
5. George B. Leonard, Education and Ecstasy, (New York: Dell
Publishing Co., Inc., 1968).
APPENDIX A
QUESTIONNAIRES(copies of questionnaires available on request)
56
Studies & Reports
PUBLISHED BY THE DIRECTORATE OF RESEARCH AND PLANNING
