Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students

Tekinarslan, Erkan

doi:10.1016/j.chb.2007.05.011

Cited by 58 publications

(48 citation statements)

References 22 publications

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“…There are similar results in literature regarding this finding (Chua et al, 1999;Namlu and Ceyhan, 2002;Beckers and Schmitt, 2003). However, there are also studies that reveal there is no significant relation between computer anxiety and gender (North and Noyes, 2002;Sam et al, 2005;Tekinarslan, 2008). One of the reasons behind the results of the research is that not only men but also women cannot remain unresponsive to the rapidly changing and developing technology and their eagerness towards using computers increase with that.…”

Section: Discussionmentioning

confidence: 85%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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Section: Discussionmentioning

confidence: 85%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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“…One possible reason for this situation could have been the fact that the practicing teachers had more access to technology compared to the prospective teachers. Numerous studies have revealed that increase in computer experiences such as computer access, and computer usage frequencies leads to lower computer anxiety and higher technology competencies (Christensen & Knezek, 2001;Gurcan-Namlu & Ceyhan, 2003;Tekinarslan, 2008). Another reason which could explain why practicing teachers had higher technology competencies and showed less anxiety than prospective teachers could be attributed to in-service training organised for practicing teachers as was reported by school principals (Author, submitted for publication).…”

Section: Discussionmentioning

confidence: 99%

“…There is no doubt that the use of computers in classrooms remains a challenge for most teachers in spite of many studies, which have focused on integrating technology in classroom teaching (Pamuk & Peker, 2009;Smarkola, 2008;Tekinarslan, 2008). Since the early days of computer usage in schools back in the 1980s and 1990s teacher attitudes were considered an important factor for technology acceptance (Marshall & Cox, 2008;Myers & Halpin, 2002;Woodrow, 1992).…”

Section: A Conceptual Framework For the Study: The Will Skill Tool Modelmentioning

confidence: 99%

“…Thus access levels could be influential factor in determining a teachers' use of technology in most African countries. Tekinarslan (2008) investigated computer anxiety and accessibility of personal computers between two groups of Dutch and Turkish students. The results of the study showed that the Dutch students had lower computer anxiety levels and for that matter higher levels of technology use than the Turkish students.…”

Section: Access To Technology Tools (Tools)mentioning

confidence: 99%

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Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Agyei

Voogt

2011

Computers & Education

221

109

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a b s t r a c tResearch has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and measured by stages of adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ among the teachers and also influence technology integration. Furthermore, the parameters are proposed for use in modelling the process of technology integration for these teachers. Well validated instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies were used to collect data from 120 mathematics prospective teachers and 60 practicing mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest predictor of classroom integration of technology for the teachers. Significant differences existed between practicing and prospective teachers' computer anxieties, competencies, and access levels.

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“…In general, the differences between the control and experimental group could be attributed to influences of many factors like personality traits, computer competencies, the time when the users first met computers (Gürcan-Namlu &Ceyhan, 2003), amount of time spent with computers (Tekinarslan, 2007), computer availability (Sanalan & Altun, 2002), affective factors (Dunkel, 1991;Reed, 1990;Stansberry & Kymes, 2007) and motivation (Woodward & Nanlohy, 2004). The variation of influences was challenging for the research; in this study factors of age, gender and demographic background were not taken into consideration focusing mainly on motivation and attitude.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

The impact of e-portfolio on foreign language writing skills

Erice¹,

Ertaş²

2011

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. This study explores the effect of e-portfolio use on developing the writing skills of English language learners who are at the pre-intermediate language proficiency level. The experiment group (n=23), were asked to enroll in an online classroom to keep online portfolios whereas the control group (n=24) kept paper portfolios. `The Motivation Strategies for Learning Questionnaire` and `Computer Attitude Questionnaire `were used in addition to the `Computer Literacy Survey` to collect data. This study provides insights into using portfolio through online writing practice compared with paper-based practice in terms of achievement. The results suggest that 1) The digital environment contributes to language writing skills. 2) Factors of previous computer experience and computer ownership influence computer attitudes. 3) E-portfolio can be integrated into foreign language teaching curricula. Keywords ÖZETAmaç ve Önem: Çalışma çevrim içi değerlendirme aracı olarak elektronik portfolyonun yabancı dil öğrenen hazırlık sınıfı öğrencilerinin yabancı dilde yazma becerileri üzerindeki etkilerini araştırma amacını taşır. Aynı zamanda, Türkiye'de e-portfolyo ile ilgili yapılan çalışmaları inceleyerek yazma becerisi başta olmak üzere e-portfolyonun etkilerini çok yönlü irdelemesi açısından önemlidir.Yöntem: Bilgisayar Okuryazarlığı Anketi ile çalışmaya katılan öğrenciler hakkında demografik bilgiler toplanmıştır. Deney ve kontrol grubu öğrencileri Öğrenme için Motivasyon Stratejileri (MSLQ) ve Bilgisayar Tutum Anketlerini (CAQ) tamamlamışlardır. Deney grubu kelime işlemcisi temelli Dokeos adlı çevrim içi ortamda elektronik portfolyo oluştururken kontrol grubu da dosya şeklinde yazılı portfolyo oluşturdular. Bulgular:Ön ve son test sonuçlarına göre elektronik portfolyo kullanıcılarının dosya şeklinde portfolyo oluşturan öğrencilerden yazma becerileri açısından daha başarılı olduğu görülmüştür. Diğer taraftan, motivasyon açısından kontrol ve deney grubu açısından uygulama öncesinde bir fark gözlemlenmemiştir. Bilgisayar kaygısı, bilgisayardan keyif alma ve bilgisayara önem verme açısından elektronik portolyo kullanıcıları olumsuz bulgular ortaya koymuştur. Tartışma ve Sonuçlar:Teknoloji kullanımı, ikinci dilde yazma becerisi ve değerlendirme boyutlarıyla bu çalışma elektronik portfolyonun dil eğitimi müfredatında yer alabileceğini öngörmektedir. Çalışmanın öğrencilere ek olarak öğretmenler, idareciler ve velilerin teknolojinin öğrenme aracı olarak kullanmasına ilişkin olumlu görüşler oluşmasına katkı sağlayacaktır.

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Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students

Cited by 58 publications

References 22 publications

Music teachers computer anxiety and self-efficacy

Music teachers computer anxiety and self-efficacy

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

The impact of e-portfolio on foreign language writing skills

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