This research examined several key factors involved in decisions regarding adoption of microcomputers for administrative and instructional uses in early childhood education. Eighty directors representing both nonprofit and private proprietary early childhood programs participated in the study. Four sets of decision-making influences were considered: relevant past experiences (i.e., experiences with and knowledge about computers, experience with other educational innovations, and background in math and science), future expectancies (i.e., self-efficacy expectations and expectancies regarding the consequences of computer use), openness to change (i.e., self-perception of innovativeness and professional orientation), and social support. Multivariate prediction analyses revealed that knowledge and experience, self-efficacy for computer use, and professional orientation were the most salient factors associated with microcomputer use in the early childhood setting.
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