This paper considers the role that different types of incentives and forms of support play in influencing how microcomputers are used for classroom instruction. (A companion paper, P-7087, considers how to encourage staff development.) The authors examined three areas: (1) types of incentives and forms of support that may encourage teachers to use microcomputers for classroom instruction; (2) the nature of "improved" classroom instructional computer use stimulated by incentives; and (3) the characteristics of teachers and the instructional environment that may delimit the effects of incentives and support. Their findings suggest that administrative technical support is the most important incentive for heightening the integration of microcomputers into regular math and science instruction, and that the best way for districts and schools to foster improved microcomputer use in classroom instruction is to build their stock of microcomputer hardware and courseware, and to provide regular assistance to teachers in using them.
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