Factors influencing teachers' attitudes toward personal use and school use of computers new evidence from a developing nation (original) (raw)
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Egyptian Teachers' Attitudes Towards Computer
Appraisal of teacher attitudes towards computers has gained importance following the widespread availability of microcomputers in schools all around the world. This study aims at investigating Egyptian teachers' attitudes towards computers in terms of gender and years of teaching experience. Attitudes of a sample of 118 public school teachers, 53 (45%) male and 65 (55%) female, were assessed using 'The Attitude Towards Computer Instrument' (ATCI), developed by Shaft et al , which is a Likert type instrument with three factors of affective, cognitive, and behavioral. The gathered data were analyzed using an analysis of variance (ANOVA). Findings showed that the Egyptian public school teachers' attitudes towards computers are positive. There were no significant differences in terms of gender and teaching experience. Recommendations for further research are provided.
Attitudes of Egyptian Teachers towards Computers
Appraisal of teacher attitudes towards computers has gained importance following the widespread availability of microcomputers in schools all around the world. This study aims at investigating Egyptian teachers' attitudes towards computers in terms of gender and years of teaching experience. Attitudes of a sample of 118 public school teachers, 53 (45%) male and 65 (55%) female, were assessed using 'The Attitude Towards Computer Instrument' (ATCI), developed by Shaft et al (2004), which is a Likert type instrument with three factors of affective, cognitive, and behavioral. The gathered data were analyzed using an analysis of variance (ANOVA). Findings showed that the Egyptian public school teachers' attitudes towards computers are positive. There were no significant differences in terms of gender and teaching experience. Recommendations for further research are provided.
Preservice and Inservice Teachers' Computer Use in the United Arab Emirates
Computer usage is increasing and has invaded all domains of life. Education sector is one of the fields that have gained this attention around the world. Recent research reports about computer usage by teachers have been documented. However, this documentation has not gain enough attention by researchers in the Arab World. The purpose of this study was to explore the computer usage by preservice and inservice teachers in the United Arab Emirates. A questionnaire was administered to 256 preservice teachers and 228 inservice teachers to investigate their computer usage. Study results showed that computer usage by teachers varied depending on the purpose. Preservice teachers' use of computers differed in some cases from inservice teachers' use. Results also showed that computer experience, number of hours using computers daily, taking or teaching a technology course, and computer skill made a difference in computer use. Implications for United Arab Emirates context were discussed.
Computer perceptions of secondary school teachers and impacting demographics: A Turkish perspective
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Technology use in education is largely influenced by external environmental and personal teacher factors. Adding a Turkish perspective, the purpose of the present study was to explore secondary school teachers' perceptions of computers and influencing demographics characteristics. Cross-sectional survey methodology was employed in three secondary high schools known for their educational and technological eminence. A total of 130 secondary school teachers participated. Teacher perceptions were defined to include computer attitudes, technological affinity, technological aversion, and confidence and comfort. The survey instrument measured these dimensions in four scales. General Linear Model findings illustrated effects of computer experience and training, gender, teaching field and Internet connection availability on perceptions. Ownership of personal computer appeared to be an important predictor of higher level computer experience and training, and consequently, more positive attitudes and higher confidence and comfort. Implications address pre-and inservice teacher development programs. Further research recommendations are made.
Procedia - Social and Behavioral Sciences, 2010
The purpose of this descriptive study conducted according to survey model is to determine the attitudes of pre-service teachers from the department of secondary education science and mathematics teacher education (SESMTE) and from the department of secondary education social sciences teacher education (SESSTE) towards computer use and compare the attitudes in relation to program type, gender, academic achievement, and scores from the Academic and Postgraduate education exam (APEE). The present study was conducted among 112 pre-service teachers (39 from SESMTE and 73 from SESSTE) studying at the education faculty of Mu la University in 2009-2010 academic year. The data of the present study were obtained through Scale of Attitudes towards Computer (SAC). The data were analyzed by calculating frequencies, percentages and by conducting t-test and One-Way Anova. The analyses revealed that there is no significant difference between the attitudes of the pre-service teachers from SESMTE and those of the pre-service teachers from SESSTE, but the pre-service teachers from SESMTE have more positive attitudes towards computer.
International Journal of Assessment Tools in Education, 2017
Article Info Teachers' perceptions of computers play an important role in integrating computers into education. The related literature includes studies developing or adapting a survey instrument in Turkish culture measuring teachers' attitudes toward computers. These instruments have three to four factors (e.g., computer importance, computer enjoyment, computer confidence) and 18 to 26 items under these factors. The purpose of the present study is to adapt a more detailed and stronger survey questionnaire measuring more dimensions related to teachers' attitudes. The source instrument was developed by Christensen and Kenzek (2009) and called Teachers' Attitudes toward Computers (TAC). It has nine factors with 51 items. Before testing the instrument, the interaction (e-mail) factor was taken out because of the cultural differences. The reliability and validity testing of the translated instrument was completed with 273 teachers' candidates in a Faculty of Education in Turkey. The results showed that the translated instrument (Cronbach's Alpha: .94
Determining Prospective Elementary Teachers' Attitudes Towards Computer: A Sample from Turkey 1)
2009
The aim of this study is to determine prospective elementary teachers' attitudes towards computers. This research was carried out in fall semester of 2007 at a small university in northeastern Turkey with 248 prospective elementary teachers. In order to get general results about the sample survey methodology was used. Results show that computer attitudes of prospective elementary teachers are at medium level. No significant differences were found between gender, high school type and monthly family income independent variables and computer liking, computer anxiety and use of computers in education/instruction subscales. However, a significant difference was found between high school type and computer anxiety and computers in education/instruction subscales.
Investigation of Teachers' Attitudes towards Computer Use in Primary Education in Kurdistan
Technological advances have pervasively changed our behaviours, beliefs and approaches in working, socialising and entertaining. Educators, including those in primary education, have acknowledged the positive effects of computer use in the classroom in various ways. With regard to pedagogical consideration, primary school teachers have adopted computer use in teaching pupils with emphasis on student-centred teaching techniques. The integration of computers in the primary curriculum has been applied in many countries, from developing (Chile) to developed nations (the US and UK). With regard to Iraqi Kurdistan, in particular, the education sector has undergone a major reform in order to improve the regional education standards and, as part of a new curriculum, the computer element has been embedded alongside the mathematics subject. Since the reform occurred, no academic study has been conducted to not only evaluate the effectiveness and efficiency of computer use in primary schools in Kurdistan, but also to investigate teachers' attitudes towards the use of computers in their teaching approach. Hence, the present study aims primarily to explore the general background of primary school teachers as well as their experiences, skills and pedagogical attitudes towards computer use in primary education.