Computer oriented attitudes as a function of risk‐taking among Israeli elementary school teachers

Abstract

This study examines the relationship between the level of risk‐taking among Israeli elementary school teachers and their attitude towards the use of computers within the framework of Computer‐Assisted Instruction (CAI). The teachers in the research sample responded to two questionnaires‐risk‐taking questionnaire and attitude towards computers questionnaire. One factor‐risktaking behaviour‐was yielded from the first questionnaire and one factor‐computer related attitude‐was yielded from the second. An analysis of the data obtained in the study indicates that teachers who are high‐level risk‐takers are more positive towards the use of computers in their teaching activities than medium‐level risktakers who in turn have a more positive attitude towards computer use within the framework of CAI than low‐level risk‐takers.

Enhancing Playful Teachers’ Perception of The Importance of ICT Use In The Classroom: The Role of Risk Taking As A Mediator

“…Howard's (2011) investigation into teachers' risk perceptions of ICT integration also demonstrated that teachers who valued ICT more and were more competent in ICT use tended to perceive ICT use as less risky and were more willingly to adopt ICT in their instructional practices. Offir and Katz's (1990) examination of the relationship between teachers' level of risk taking and attitudes towards computer use also indicated that high-level risk taking teachers held more positive attitudes towards applying computers for pedagogical use. Hence, the role of risk taking in the implementation of ICT in the classroom needs to be investigated and understood to help teachers in their successful integration of ICT for pedagogical purposes.…”

“…In addition, cognitive playfulness also contributed to sustained high level use of ICT in education (Dunn, 2004a). Studies on risk taking and ICT (e.g., Howard, 2011;Offir & Katz, 1990) have also confirmed the role of risk taking in ICT competence and use, but what is left underexplored is the interacting relationship between cognitive playfulness, risk taking, and ICT application.…”

An Evaluation of the Quality of ICT Teaching within an ICT-Rich Environment: The Case of Two Primary Schools

“…When pupils are challenged, stimulated, motivated, enthused and inspired to implement ICT creatively and imaginatively they can then make sense of its uses in subject contexts and in life beyond school. The new technology requires teachers to be more flexible, creative, enthusiastic, imaginative, adventurous and inventive by taking on board innovation and risks, willing to explore and experiment and by dismissing traditional methods (Offir and Katz, 1990;Newcastle Univerity et al, 1999). Adaptability and flexibility is not only a prerequisite for teachers, but for schools as a whole and for the curriculum as well.…”

The Impact of First Computer Encounters on Mathematics Teachers’ Computer Competence

“…Schools were randomly but proportionally selected from all the local education authorities in the conurbation. The questionnaire -which comprised 84 items and was derived in part from the work of Loyd & Gressard (1984), Menis (1987), Offir & Katz (1990), Reece & Gable (1982) and Woodrow (1990) -was intended to explore aspects of teachers' attitudes towards, understanding of, and levels of engagement with, information technology in respect of the teaching of mathematics. In all, 110 schools were targeted -40 the first year and 70 the second.…”