Changes in Attitudes Toward Computers and Use of Computers by University Faculty

Mitra, Ananda; Steffensmeier, Timothy; Lenzmeier, Stefne; Massoni, Angela

doi:10.1080/08886504.1999.10782623

Cited by 31 publications

(21 citation statements)

References 16 publications

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“…The surveys continue on an annual basis and use questionnaires that were developed after extensive focus group interviews with students and faculties. The survey instruments represent moderately reliable items and include items about computer use, attitudes toward computers and general technographic and demographic information [8,12,[26][27][28]. The second component of the study included a qualitative methodology that was geared toward analyzing the cultural changes unfolding at the University as the computer enrichment progressed [29].…”

Section: Methodology and Datamentioning

confidence: 99%

“…These new environments, where students are submersed in the ubiquitous use of computers, are different from traditional campuses where computer use is dependent on the availability of computer labs. Laptop campuses, according to Mitra and Steffensmeier are computer-enriched environments [12]. Their research reveals that these "enriched environments" create a more positive shift in student's attitudes toward computing than the traditional carnpuses.…”

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confidence: 99%

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Gender and Computer Use in an Academic Institution: Report from a Longitudinal Study

Mitra

Lenzmeier

Steffensmeier

et al. 2000

Journal of Educational Computing Research

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This article explores the nature of the relationships between gender, categories of computer use, and attitudes toward computers in a computer enriched environment where all students were provided with network access and laptop computers over a four-year period. The results indicate that women were less positive about computers than men, and the use level of computers by women were less frequent than for men. This change in the relationship is a throwback to the earlier days of computing when research had indicated that men were more positively disposed toward computers than women. 67 Ó 2000, Baywood Publishing Co., Inc.individual's attitude toward the use of computers in teaching with hosts of attitude scales being developed to measure attitude toward technology [2][3][4][5][6][7].While attitude has been measured in many different ways and conceptual links between attitudes and learning have been suggested, the fundamental definition of "computing" has remained somewhat fuzzy too. In most cases, the literature does not acknowledge the variations in the term "computing" [8]. Computing, an umbrella term for computer use, was an adequate label while these machines predominately were used for mathematical and word processing tasks, but today computers are used in various facets of life. Some recognition of the difficulty of using the term "computing" is seen in researchers who choose to use "computer use" instead of "computing" when referring to the way in which technology is being mobilized in pedagogy. This shift in language helps to think of the transformation of the computer from machines that strictly are used to compute to those that enable communication. Consequently, researchers were able to consider how the various uses of computers affect attitude toward computers [9, 10]. These researchers began indicating how various ways of using the computer affect a student's attitude toward the machine. While this was a welcome advance in the thinking of the role of computers in education, there was still inadequate discrimination in thinking of what is meant by "computer use" and the various possible uses were not completely defined or categorized.Mitra and Hullet honed in on the variation of computer use among college students and advanced the finding that different categories of use are related to different categories of attitudes [11]. One's attitude may vary when they are using a computer to communicate compared to using it for statistical analysis. With the emergence of laptop campuses-a college or university that requires all students to own and operate a laptop computer-the term "computer use" transforms further. These new environments, where students are submersed in the ubiquitous use of computers, are different from traditional campuses where computer use is dependent on the availability of computer labs. Laptop campuses, according to Mitra and Steffensmeier are computer-enriched environments [12]. Their research reveals that these "enriched environments" create a more positive shift in student's attitudes...

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Section: Methodology and Datamentioning

confidence: 99%

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confidence: 99%

Gender and Computer Use in an Academic Institution: Report from a Longitudinal Study

Mitra

Lenzmeier

Steffensmeier

et al. 2000

Journal of Educational Computing Research

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“…Studies directed at explaining this range of adoption reveal that instructional use of technology is multidimensional, involving interplay between faculty attitudes (Baldwin 1998;Paloff and Pratt 2001), professional characteristics (Corwin and Marcinkiewicz 1998), perceptions of the value of technology (Massy and Wilger 1998;'An Online Experience' 1995), and institutional factors (i.e., reward structures, classroom infrastructures, institutional IT resources) (Grunwald 2004;Walburton and Chen 2002;Mitra et al 1999;Gibson and Nocente 1998;Jacobson 1998;Knutel 1998). It is also important to remember that decisions to use technology in instruction are embedded in the personal epistemological beliefs of individual faculty (Hofer and Pintrich 1997), and that these beliefs guide the decisions faculty make about learning outcomes for their students, and the methods they believe will be most effective in achieving those outcomes (Stark and Lattuca 1997).…”

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Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures

2009

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Technology expands instructional options for faculty, and this study examines the differential learning effects of offering a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative to the live condition, with students also responding more positively to personalized video presentation.

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“…The other branch is composed of systematic studies documenting the effects of mandatory computing programs on student attitudes and learning as well as modes of teaching. Despite the dozens -:::>f campuses that have instituted laptop programs, the literature is limited to a handful of studies that focus on student experience (Mitra, 1998;Mitra & Steff~nsmeier, 2000;Platt & Bairnsfather, 20CO), faculty experience (Mitra, Steffensmeier, Lenzmeier, & Massoni, 1999) or both (Schrum, Skeele, & Grant, 2002). We can only speculate that programmatic assessments made for institutional use have been too narrowly focused to merit scholarly publication, although summaries of survey data (Holleque,20G2) and verbal journals (McCarty & Robinson, 1999) can be accessed at uniyersity Web sites.…”

Section: Anecdotal and Systematic Research Into Ubiquitous Computingmentioning

confidence: 99%

Digital Unity and Digital Divide

Finn

Inman

2004

Journal of Research on Technology in Education

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Changes in Attitudes Toward Computers and Use of Computers by University Faculty

Cited by 31 publications

References 16 publications

Gender and Computer Use in an Academic Institution: Report from a Longitudinal Study

Gender and Computer Use in an Academic Institution: Report from a Longitudinal Study

Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures

Digital Unity and Digital Divide

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