The Development of Computer-Related Attitudes of Secondary Students

Woodrow, Janice E. J.

doi:10.2190/cfpb-9vgn-b8we-wu0e

Cited by 43 publications

(36 citation statements)

References 22 publications

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“…This study replicated the results of previous studies. More than 20 years ago, the same moderate relationship between teachers' attitudes and ICT knowledge was found out by Woodrow (1994), however, the p-value was not significant in his case, while the results of this particular study suggested that the results could be generalized to the whole population (in this case, the teachers in the same school) because p was significant (see Table 3). According to the qualitative data analysis, most of the teachers were knowledgeable enough to conduct the lessons appropriately using ICT in the classrooms, and students noticed positive changes in teachers' practices.…”

Section: Knowledgesupporting

confidence: 51%

Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School

Mustafina

2016

IJRES

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The government of the Republic of Kazakhstan from 1997 started operating a systematic state policy for education. Many scholarly papers show that the success of the educational reform efforts depend not only on the ability of the government to supply all schools with ICT, but also on the ability to make teachers possess positive attitudes toward ICT integration. This study contributes to the existing knowledge by providing a current picture of the process of ICT integration in a Kazakhstani secondary school through the lens of the main facilitators of this process -teachers. This mixed-method study fills the research gap by exploring the role of teachers' attitudes toward technology integration in school through examining the factors (self-confidence, knowledge, gender and age) that influence teachers' ICT attitudes and analyzing the subsequent relationship between teachers' attitudes and their students' academic motivation. Findings show that teachers possess positive attitudes toward ICT in school mostly due to the advantages that technology offers such as distant learning and visualization of the material (3D programs). Moreover, the analysis shows that all four factorsconfidence, knowledge, gender and age -have the potential to influence and change teachers' attitudes toward technology. Interestingly, age and gender do not seem to have a direct influence on attitudes, confidence or knowledge. Rather, it is the bias towards age and gender that obstructs the integration of technology in school. In addition, the statistical analysis demonstrates that teachers' attitudes toward ICT influence students' academic motivation.

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Section: Knowledgesupporting

confidence: 51%

Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School

Mustafina

2016

IJRES

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“…The results showed that students in both the control and the Filamentality groups had positive attitudes toward ICT and its integration in the classroom, and that there were no significant differences between the two groups in terms of their attitudes. Woodrow (1994) emphasized that positive attitudes are necessary but may be insufficient to instigate ICT-related behavior. Based on our results, we cannot provide any further insights related to the relative importance of attitudes toward ICT utilization.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Electronic Scaffolding for Technology Integration on Perceived Task Effort and Confidence of Primary Student Teachers

Angeli

Valanides

2004

Journal of Research on Technology in Education

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Forty-one primary student teachers were divided into two groups and were instructed how to integrate certain Information and Communication Technology (ICT) tools in learning activities. Only one group was guided to use Filamentality, a fill-in-the-blank interactive Web site, and to organize Internet information in a Hotlist and a Scrapbcok. Questionnaires were administered to collect data related to students' perceived task effort (PTE) as a result of integrating ICT in the learning environment, and their confidence levels in using ICT tools, while their initial attitudes toward ICT and its integration in the classroom were taken into consideration. The results indicated that Filamentality effictiveh• scaffolded partzcular aspects ofiCT integration in !earning and instruction, and significantly reduced learners' amount of PTE, but there was not always a significant effict on learners' self-reported confidence !evels. (

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“…In addition, encouraging students to reflect on their learning processes, and on their feelings and perceptions, represents an important step in student empowerment and student control over learning, achievement, and performance. APPENDIX A Attitudes and Self-confidence Questionnaire 1. People managed before without computers, so computers are not necessary 2.…”

Section: Discussionmentioning

confidence: 99%

Commitment to Learning: Effects of Computer Experience, Confidence and Attitudes

Levine

Donitsa‐Schmidt

1997

Journal of Educational Computing Research

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Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computerexperience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer selfconfidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way. and that both positively affect commitment to computer learning. Questionnaires were administered to 309 seventh to twelfth grade students. The theoretical model was tested by structural equation analysis (LISREL). Contrary to prediction, when attitudes were held constant, computer confidence was found to have a negative effect on commitment to learning. All other causal effects, including reciprocity were confirmed. The contribution and relevance of these findings to future educational research are discussed.

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The Development of Computer-Related Attitudes of Secondary Students

Cited by 43 publications

References 22 publications

Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School

Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School

The Effect of Electronic Scaffolding for Technology Integration on Perceived Task Effort and Confidence of Primary Student Teachers

Commitment to Learning: Effects of Computer Experience, Confidence and Attitudes

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