The purpose of this study was to provide school leaders with a view of the status of computer technology integration within North Carolina's secondary English Language Arts (ELA) classrooms following the introduction of the state Educational Technology Plan. Michael Fullan's change theory was used as a framework for the research with a focus on the dominant problems of "need, clarity, complexity, and quality" in implementing change that alters the culture of the organization through the use of computer technology.

Participants in the statewide study of ELA teachers completed 104 electronic mode surveys and 54 paper mode surveys answering questions concerning computer technology use in the secondary ELA classroom. Special attention was given to the teacher as a critical local component in building an organization's capacity to implement change in classrooms as recommended by the North Carolina Educational Technology Plan.

Survey results revealed that teachers have changed their classroom practices since the initiation of the Educational Technology Plan and that most perceive computer technology as a priority need in ELA classrooms. Results also revealed that half the teachers were not aware that a state technology plan existed, and more than one-third were unaware that a district technology plan existed. In addition, statistically significant differences existed between responses to specific survey items and the respondents' survey mode and age. Most teachers responded that students use computers too little in their classrooms and that classes use school computer labs infrequently. Teachers specifically named limited access to computer labs, faulty or outdated computer lab equipment, and cost of technology as barriers to meeting their technology needs. Themes that emerged in the identification of barriers within various areas of classroom technology integration included lack of awareness, lack of time, lack of equipment, and lack of training.

Survey results suggest that change regarding technology integration in the ELA classroom is in the implementation phase, but that the change has not become institutionalized, and the Technology Plan's suggestion to align technology use with the instructional goals of individual schools as the best means of using technology to improve student achievement is not widespread.