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Faculty Attitudes towards Computer Assisted Instruction at the University of Gaziantep
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Aim of this study is to detect high school teachers’ attitudes towards computer based instruction (CBI) through statistical analysis of the relationships between various variables (age, gender, seniority, major, receiving education about computer use within FATIH project, ability to use a computer) survey method was used in this research. In order to achieve this aim, ‘attitude scale toward Computer-Based Instruction’, which was developed by Arslan (2006) was applied to 160 high school teachers in Denizli. Data were analyzed through SPSS 16 program. At the end of the research, it was found that there is a statistically significant difference between attitudes towards CBI depending on gender and ability to use computer. © The Turkish Online Journal of Educational Technology
The purpose of this study is to examine the relationship between Turkish teachers’ attitudes towards computer-based training and technology.In this study, descriptive model has been used. The data were collected with “Attitudes Scale towards Computer Assisted Education” and “Attitudes Scale towards Technology” in this descriptive study. The research’ sample is composed of Turkish teachers who worked in Nigde in 2011-2012 Academic Years. The results of the study showed that Turkish language teachers’ attitudes towards computer-based education and technology were positive. There is low level negative and non-significant relationship between the Turkish teachers’ attitudes towards computer-based education and technology. Teachers’ attitudes towards computerbased education and technology being positive can be interpreted as them perceiving technology and computers as necessity and tools during the educational process. This result of the study can be considered as an important finding in terms of using and dissemination technology in education.
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The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study's population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.
Teachers' adequacy in using Computer Assisted Learning in the Classroom
There had been a number of studies that show the importance of using computers in the classroom. But whether or not the teachers will use it on their own is related to comfortability of using it. The present study tries to analyse the responses of teachers in this regard. The focal area in this study relate to pre-service teachers' perceptions about their adequacy in using computers in the classroom. The analysis is based on the responses received from the sample of 37 science teachers on the issue-"How comfortable do you feel in using computers in the classroom?". Written responses and semi-structured interviews forms the basis of analysis. The analysis is done in two parts. The first part of this analysis is related with the comfortability and the second part is related with their views about why they think it is important for them to use computers in classrooms. It is also important to mention that the second part had just emerged out of their responses and was not elicited. The present study is descriptive one and contributes towards developing an understanding on the issue of application of computers in the classroom situations. Almost all of the pre-service teachers' who gave a clear response, were found to be comfortable in using computers in the classroom. This would indicate that the young population joining the teaching community is ready for using computers in the classroom in terms of their comfortability. Pre-service teachers' are found to be motivated in using computers in the classroom for different reasons. Some of the reasons cited were related to the ability of computers in creating interest amongst the learners, their ability in being more expressive, take immediate feedback from the learners, assist children with special needs, developing creative environment, bringing back the learner's attention to classroom tasks, creating opportunities for individualised work and the ability to deal the insight into three-dimensional modelling. Some teachers have warned about this use of computers in social networking and gaming and some possible indiscipline in the classroom. There are some issues raised like non-availability of computer assisted infrastructure in the classroom. 1. Context and Background: There had been a number of studies that show the importance of using computers in the classroom. But whether or not the teachers will use it on their own is related to comfortability of using it. The present study tries to analyse the responses of teachers in this regard. The focal area in this study relate to pre-service teachers' perceptions about their adequacy in using computers in the classroom. The analysis is based on the responses received from the sample of 37 (out of which 30 could contribute to total data collection) science teachers on the issue-"How comfortable do you feel in using computers in the classroom?". Written and responses and semi-structured interviews forms the basis of analysis. The analysis is done in two parts. The first part of this analysis is related with the comfortability and the second part is related with their views about why they think it is important for them to use computers in classrooms. It is important to mention that the second part had just emerged out of their responses and was not elicited. The present study is descriptive one and contributes towards developing an understanding on the issue of application of computers in classroom situations. Even if Computer-Assisted Learning is emerging as being more effective than traditional classroom teaching, learners' and teachers' approach is an important consideration for introducing Computer Assisted Learning in school settings. Let us see what related studies show in this area. (Chanlin, 2006) investigates the factors that influence teachers' use of technology in creative and effective teaching-learning process. The study identified four factors namely environmental, personal, social and curricular factors. The findings depict that not only creative teaching-learning environment and personal factors influenced the integration of computer technology but also social and curricular factors surrounding teaching-learning issue. (Demetriadis, 2003) the Greek secondary school teachers' attitude towards the introduction of ICT in the curriculum was presented by the researchers and it shows teachers are interested in using ICT to attain a better professional profile only to take advantage of any possible learning benefits offered by ICT but always within the context of the school culture. (Vale, Gilah, & Leder, 2004) investigates gendered views of computer-based mathematics among junior secondary learners. The qualitative data that were gathered showed that girls and boys held similar views about the use of computers in mathematics. However, girls were more likely than boys to give responses about whether computers would help and enhance their performance in mathematics or not. Boys more often viewed using computers in mathematics as a source of pleasure and a way of making mathematics relevant. For boys, computers as a source of success in mathematics or enhancement to their performance were more indirect relationships and concerned changing the ways of learning. Year level was a factor in attitudes to computer-based mathematics, suggesting that the length of time using computers in mathematics, the nature of the learning environment or the mathematics curriculum also impact on learners' views. Girls who rate themselves highly in achievement in computing are more likely to have a positive attitude to computer-based mathematics. Whilst this was also the case for boys, boys who aspired to achieve at high levels in computing were also more likely to be positive about the use of computers in mathematics. The study suggests that teachers of mathematics in the middle years of schooling need to be aware of the balance that they need to achieve in meeting the needs of both boys and girls. (Dhume, Pattanshetti, Kamble, & Prasad, 2012) indicates that teachers' reflection on their practices might result in increased awareness of their own practices, shared planning and evaluation of the teaching-learning-learning process created an appropriate context for teachers' professional learning. The study argues that teachers need personal experience with the use of information and communication technologies if the use of information and communication technologies if they are to make them an essential component of the learning environment).
Online Submission, 2007
The purpose of the study is to explore the attitudes of first year university students towards computers. The study focuses on preservice teachers (N=46) included 33 male and 12 female from Middle East Technical University, Computer Education and Instructional Technology (CEIT) department. The study is delimited to first grade preservice teachers of CEIT department because computers are indispensable not only for their academic program but also for their professional development as teachers. The questionnaire included twenty items and demographics of the participants. Four independent variables; gender, having a computer, years of computer experience and competencies of computer skills; and one dependent variable (item scores) compose the instrument. The results of questionnaire were carefully scrutinized by statistical methods. Recommendations were provided for further studies to yield more application concerning attitudes toward computers.