Teacher Educators´ Attitudes Toward Computers: A Study Among Teacher Educators in Teacher´ – Training Colleges in Johor, Malaysia

2012 ◽  
Author(s):  
Abang Ahmad Ridzuan ◽  
Kian Sam Hong ◽  
Aliza Ahmad
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Computer Use ◽  
Teacher Educators ◽  
Attitude Scale ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Computer Attitude ◽  
Positive Attitudes ◽  
Teacher Training Colleges

Guru memikul tanggungjawab yang berat dalam memastikan pelajar mengalami suasana pembelajaran yang memerangsangkan. Teknologi maklumat dan komunikasi, khususnya komputer, merupakan alat yang strategik memperkayakan suasana pembelajaran. Pensyarah maktab merupakan barisan depan yang sepatutnya mampu membimbing guru pelatih mengintegrasikan penggunaan komputer dalam proses pembelajaran. Pensyarah yang cekap menggunakan komputer dan memiliki sikap positif terhadap komputer diharap akan dapat menjana ilmu dan kemahiran mereka kepada guru pelatih agar dapat dipraktikkan dalam sistem persekolahan. Tujuan kajian ini adalah untuk mengenalpasti tahap penggunaan komputer dan sikap terhadap komputer dikalangan pensyarah maktab perguruan berdasarkan ciri–ciri demografi terpilih. Kajian ini juga melihat perhubungan antara komponen sikap afektif seperti minat, keyakinan dan kebimbangan terhadap penggunaan komputer dengan penggunaan komputer dalam urusan pendidikan. Kajian ini menggunakan soal selidik untuk memperolehi data demografi, tahap penggunaan komputer dan sikap terhadap komputer yang diperlukan daripada sampel. Computer Attitude Scale oleh Lyod dan Gressard telah digunakan untuk mengukur sikap terhadap komputer. Kajian ini melibatkan seramai 224 pensyarah dari tiga buah maktab perguruan di Johor, Malaysia. Dapatan kajian menunjukkan para pensyarah menggunakan komputer pada tahap sederhana dalam mengendalikan kursus yang mereka ajar. Penggunaan komputer yang kerap adalah pada penyediaan soalan dan pengubalan soalan peperiksaan. Penggunaan yang paling kurang ialah pada Pengajaran Berpandukan Komputer. Pensyarah yang tidak mempunyai pengalaman menggunakan komputer menunjukkan perkaitan yang signifikan dengan sikap jarang menggunakan komputer berbanding dengan mereka yang mempunyai pengalaman lebih setahun. Secara amnya, pensyarah mempunyai sikap positif dan kurang bimbang menggunakan komputer untuk pengajaran dan pembelajaran. Ketiga–tiga domain sikap (minat, keyakinan, kebimbangan) menunjukkan perhubungan yang signifikan dengan penggunaan komputer. Keyakinan dan minat mempunyai hubungan yang positif terhadap penggunaan komputer manakala kebimbangan mempunyai hubungan yang negatif terhadap penggunaan komputer. Kata kunci: Pensyarah maktab perguruan; sikap; komputer; maktab perguruan Teachers shoulder the heavy responsibility of ensuring that students experience a meaningful learning environment. Information and communication technologies, in general, and computers, in particular has been put forward as a strategic tool for enhancing these learning environments. Teacher educators, as frontliners of the teacher preparation process, should themselves be well versed in the fields of integrating computers into the learning processes. Teacher educators who use computers regularly and have positive attitudes towards computers it is hoped, will rub on some of their knowledge, skills and enthusiasm to future teachers who will enter the school system. The purpose of this study is to determine the level of computer use and attitude towards computer among teacher educators. Differences in computer use among teacher educators based on selected demographic data are also investigated. This study also looks at the relationship between attitude towards computers, namely liking, confidence and anxiety with computer use for educational purposes among teacher educators. A questionnaire was designed to obtain the necessary demographics, levels of computer use and attitudes of the sample toward computers. The Computer Attitude Scale by Lyod and Gressard was used to measure the attitudes toward computers. The sample consisted of 224 teacher educators at three teacher–training colleges in Johor, Malaysia. Findings indicate that the teacher educators used computers moderately in the course of their work. Teacher educators mosfly used the computers for preparing exercises and examination questions. Computer assisted instruction was seldom utilized. Teacher educators without experience in using computers exhibit significantly less computer use as compared to those with more than a year of computer use experience. In general, the teacher educators have positive attitudes and low anxiety toward using computers for teaching and learning. The three attitude domains (liking, confidence and anxiety) were significantly related to computer use. Confidence and liking were positively related to computer use while anxiety was negatively related to computer use. Key words: Teacher educator; attitudes; computer; teacher training college

scholarly journals Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 14-22
Author(s):  
Bernard Chemwei
Keyword(s):  
Teacher Training ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Primary Teacher ◽  
Ict Integration ◽  
Positive Attitudes ◽  
Study Results ◽  
Teacher Training Colleges ◽  
The Relationship ◽  
Primary Teacher Training

This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction.  The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

1989 ◽  
Vol 5 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Gail F. Munger ◽  
Brenda H. Loyd
Keyword(s):  
High School Students ◽  
Attitude Scale ◽  
Mathematics Performance ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Toward Calculators ◽  
The Relationship

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

A Profile of Computer Use among the University of Illinois Humanities Faculty

1987 ◽  
Vol 16 (2) ◽  
pp. 83-98 ◽  
Author(s):  
Michael J. Jacobson ◽  
Martha H. Weller
Keyword(s):  
Computer Use ◽  
Word Processing ◽  
Faculty Perceptions ◽  
Computer Assisted ◽  
University Of Illinois ◽  
Level Of Involvement ◽  
Positive Attitudes ◽  
Frequent Use ◽  
Humanities Faculty ◽  
The University

The faculty of the School of Humanities of the University of Illinois at Urbana-Champaign (UIUC) were surveyed to assess their current use of and attitudes towards educational computing. The respondents were generally self-trained in computer use, indicated positive attitudes to, and made frequent use of computers. Frequency of computer use, level of general computing skills, computer interest, and anxiety were analyzed according to respondent rank, sex, and age. Faculty perceptions of obstacles to computer use in the humanities indicate a need to address issues of funding for hardware, quality of software, training, and technical support. The main faculty interests in applications software include word processing, desktop publishing, graphics, database management, communications, and computer-assisted instruction. While recognizing that humanities faculty do not have the same level of involvement in computing as faculty in more “technical” disciplines, UIUC humanists, as a group, are clearly not intimidated by computer technology.

Psychology of Computer Use: VII. Measuring Technostress: Computer-Related Stress

1989 ◽  
Vol 64 (3) ◽  
pp. 767-772 ◽  
Author(s):  
Richard A. Hudiburg
Keyword(s):  
Perceived Stress ◽  
Computer Technology ◽  
Computer Use ◽  
Demographic Data ◽  
Attitude Scale ◽  
Attitudes Toward Computers ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Graded Response ◽  
Related Stress

The Computer Technology Hassles Scale was developed to measure technostress or computer-related stress. The Computer Technology Hassles Scale was based on the idea that certain interactions with computer technology are perceived by people to be stressful or a “hassle.” Subjects rated a list of 65 “hassles” as to severity, using a graded response. To ascertain the relation of the Computer Technology Hassles Scale to other measures, the subjects were given the Perceived Stress Scale, a measure of global stress. Subjects were also given a measure of computer attitudes, the Computer Attitude Scale. Demographic data on each subject were also collected. The correlational analyses showed that scores on the Computer Technology Hassles Scale were significantly correlated with scores on the Perceived Stress Scale and the number of hours of computer use but not with attitudes toward computers. These results suggest that the Computer Technology Hassles Scale taps a dimension of psychological stress and that increased computer use for some people leads to increased computer-related stress.

scholarly journals ICT Learning by Older Adults and Their Attitudes toward Computer Use

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Antonio González ◽  
María Paz Ramírez ◽  
Vicente Viadel
Keyword(s):  
Older Adults ◽  
Information And Communication Technologies ◽  
Computer Use ◽  
New Technologies ◽  
User Behavior ◽  
Self Confidence ◽  
Life Long Learning ◽  
Positive Attitudes ◽  
Information And Communication ◽  
Training Expectations

Information and communication technologies have proven to be an effective way of helping older adults improve independence outcomes, but such technologies are yet not widely used by this segment of the population. This paper aims to study computer use and senior citizens’ attitudes toward computer technology in the context of a 20-hour course in basic skills. A questionnaire was used to conduct pre- and postcourse analyses with a sample of 191 adults over the age of 60. The findings show that direct contact with computers generates more positive attitudes toward computer use and also positive relationships with attitudes, user behavior, training expectations, and self-confidence. Results are discussed in the light of need-to-know attitudes toward computer use and training in new technologies as an opportunity for life-long learning and for improving quality of life in old age.

Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education

1994 ◽  
Vol 10 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Jennifer L. Dyck ◽  
Janan Al-Awar Smither
Keyword(s):  
Older Adults ◽  
Computer Anxiety ◽  
Attitude Scale ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Younger Adults ◽  
Gender And Education ◽  
Positive Attitudes ◽  
Computer Confidence

Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.

The Computer Attitude Scale: Assessing Changes in Teachers' Attitudes toward Computers

1994 ◽  
Vol 11 (3) ◽  
pp. 251-261 ◽  
Author(s):  
Raymond C. Kluever ◽  
Tony C. M. Lam ◽  
Eleanor R. Hoffman ◽  
Kathy E. Green ◽  
Dorothy L. Swearingen
Keyword(s):  
Computer Anxiety ◽  
Attitude Scale ◽  
Computer Hardware ◽  
Attitudes Toward Computers ◽  
Multidimensional Model ◽  
Computer Attitude ◽  
Scale Reliability ◽  
Instructional Use ◽  
Post Test ◽  
Teachers Attitudes

Teachers' attitudes toward computers affect their instructional use of computers and likelihood of profiting from training. The reliability, factorial validity, and fit to a unidimensional model of the Computer Attitude Scale (CAS) was investigated. Pretest and posttest results were collected from 265 teachers who participated in training on classroom applications of computer hardware and software. Four factors were identified: computer anxiety, efficiency, liking, and instructional usefulness. Scale reliability was .94 with post-test subscale reliabilities ranging from .70 to .90. Five items did not fit the multidimensional model. The scale is useful as a computer attitude measure but some item revisions might be considered.

The Affective and Cognitive Effects of Microcomputer Based Science Instruction

1981 ◽  
Vol 9 (4) ◽  
pp. 329-355 ◽  
Author(s):  
Ronald E. Anderson ◽  
Daniel L. Klassen ◽  
Thomas P. Hansen ◽  
David C. Johnson
Keyword(s):  
Computer Use ◽  
Computer Literacy ◽  
Science Instruction ◽  
Science Lesson ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Student Knowledge ◽  
Different Types ◽  
Assisted Instruction ◽  
The Impact

Computers are used with increasing frequency to deliver and enhance instruction in science. The impact of such experiences on students has not yet been extensively investigated. In particular, there are little data on what students learn indirectly about computers. A number of studies have examined the effect of computer use upon attitudes toward computers, but few have assessed the impact of computer use upon cognitive computer literacy; i.e., student knowledge about computers. We designed an experiment to investigate the impact of a brief computer assisted instruction (CAI) experience on the attitudes, beliefs, and knowledge of different types of students. A 20–30 minute science lesson on water pollution was administered to approximately 350 students by APPLE II micro-computers. Comparison of pretest with post-tests and tests six months later reveal some important impacts of exposing students to CAI for science instruction.

Sign in / Sign up

Export Citation Format

Share Document