首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The purpose of this study is to examine pre-service teachers' attitudes to computers. This study extends the technology acceptance model (TAM) framework by adding subjective norm, facilitating conditions, and technological complexity as external variables. Results show that the TAM and subjective norm, facilitating conditions, and technological complexity were significant determinants of pre-service attitudes to computer use. A multiple square correlation revealed that the proposed model in this study explained 48.7% of the attitude to computer use. Various contributions to research and practice are discussed.  相似文献   

2.
The present study examined possible changes in the computer experience and attitudes of 11-12-year-old and 15-16-year-old students following a period in which ICT has become much more widely used in the school curriculum. In comparison with findings from a similar study undertaken in the early 1990s, there was some evidence of a reduced gender gap, particularly in the use of computers for applications such as word-processing, graphics, programming and maths. In addition, more recently introduced applications such as e-mail, accessing the internet and using CD-ROMs showed no overall gender difference in frequency of use. However, some gender differences remained, particularly in attitudes. Boys still liked computers more, were more self-confident in their use and, unlike previously, sex-typed them less than girls. They also used computers more frequently out of school, particularly for playing games. There was some evidence that, as found previously, older girls held the least positive attitudes, and it is suggested that their approach to computers may be influenced by the cultural pressures of gender stereotyping. More general age differences in use and attitudes were also found, and these may result from the different computing applications used by Year 7 and Year 11 pupils at school. In summary, although we found evidence of some change since the early 1990s, increased exposure to computes has not closed the gender gap.  相似文献   

3.
ABSTRACT

What is the effect of a technologically rich out‐of‐school environment upon the use of information technology in the classroom? This question was approached by observing the relationships between the exposure to home electronic technologies and classroom disposition and performance. Secondary school children (11–12 years old) were interviewed to determine their declarative knowledge of computers and computer use, the richness of their technological environment and their declared interest in working with computers. They then performed a computer‐based language task that required them to enter missing letters from a piece of text This task required linguistic problem‐solving skills as well as keyboard agility and yielded a number of performance scores. Successful performance correlated with declared out‐of‐school computer use. The richness of the technological environment also correlated positively with declared computer use. Out‐of‐school experience did not predict attitudes to classroom information technology and there were no gender effects in attitude or performance.  相似文献   

4.
This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.  相似文献   

5.
Numerous studies show that women have less favorable attitudes toward using computers and that they use computers less often than men. However, most studies on gender differences in computer work failed to relate to the large body of research on gender differences in math and science. The study reported here tests whether the model of achievement-related choices, which was originally developed for the math domain, can be used to explain gender differences in computer work. A causal sequence deduced from the model was tested using path analysis. According to the results, the intensity of computer use can be predicted from the computer-specific self-concept of ability that was effected by computer-specific attributions. Gender differences emerged on the means of these variables. Furthermore, the intended choice of computers in a specific situation could be effectively explained by computer-specific self-concept of ability. This effect was mediated by the expectation of success and the perception of the value of computers. Values also affected expectations. For this causal sequence, gender differences emerged only with regard to self-concept of ability and expectancy. Supporting the assumptions of the model of achievement-related choices, the path coefficients did not vary as a function of gender.  相似文献   

6.
The purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students’ attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students’ attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research.  相似文献   

7.
This study investigated the relationship between the selected variables (gender, computer experience, and nature of computer experience) and computer attitudes (anxiety, confidence, and liking). Subjects were 60 college students who were enrolled in a general educational methods course. The Instrument used in this study was the computer attitude scale designed by Loyd and Gressard (1984a). The instrument contained three subscales: computer anxiety, computer confidence, and computer liking. Multivariate analyses of variance were conducted in order to see an interplay among the computer subscales. Post hoc comparisons were conducted on the variables that had more than two levels of a factor. Recommendations were drawn for pre-service teachers based on the findings of this study.  相似文献   

8.
This study investigated kindergarten teachers’ decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160 kindergarten teachers, from public kindergartens in Daejeon, South Korea. According to the results, subjective norm had the strongest effect on computer acceptance. In addition, perceived usefulness and computer self-efficacy had a direct effect on computer technology acceptance. On the other hand, perceived ease of use and personal innovativeness in education technology had an indirect effect on computer technology acceptance. The measures accounted for approximately 32% of the variance of intentions to use computers in kindergartens.  相似文献   

9.
Students today comprise a very diverse group, and this will be reflected in their attitudes towards learning. This study set out to examine four different cohorts of UK students during the same time period. Contrary to expectations, it was found that attitudes towards books and computers, as measured by separate but matched scales, were equal, even though experience of the two media varied considerably. A key predictor for computer attitude was found to be confidence for learning from computers rather than general computer confidence. Further, attitudes and confidence towards books and computers as learning tools varied significantly across the four cohorts.  相似文献   

10.
With the introduction and use of computers in schools, the study of gender differences in attitude towards computers becomes of particular interest. This article concerns the interaction of gender, culture and attitude in computers among Japanese and Swedish ninth‐grade school students. One of the major findings of this study is that most of the differences between the two countries are best explained by the country and the student gender variables. Accordingly, the culture and the society one lives in appears to be of greater importance in determining one's attitudes towards computers more than does, for example, the possession of a computer. The overall country effects are influenced more by the females in both countries than by males.

  相似文献   

11.
There is a wealth of interventions focusing on the intensive use of computers in secondary schools, largely aiming at improving students’ performance. However, global evidence on the effects of the use of computers on attitudinal outcomes has not been synthesised so far. Taking into account that the differences in the attitudes of boys and girls regarding the use of computers are one of the factors described as causes of the low number of girls following ICT studies, the aim of this article is to review the evidence on the effects of intensive use of computers in schools on gender differences in attitudes outcomes: anxiety, enjoyment, self-confidence and self-efficacy. Searches generated a total of 740 citations of which 59 were identified as relevant and nine were finally included. The methodological quality of included studies was poor to moderate. The results suggest that despite the intensive use of computers, boys are favoured in computer anxiety, self-confidence and self-efficacy; and suggest no differences in computer enjoyment. There is no evidence that intensive use of computers reduce gender differences in these outcomes. Further policy recommendations should be rooted on robust evaluations, which take into account implementations parameters, as well.  相似文献   

12.
Research into gender bias in attitudes, access, and effectiveness associated with computers has produced conflicting results, resulting in conflicting opinions as to whether a technological gender gap favoring male students exists. No previous study, however, has ever demonstrated a preference for female use of a particular computer application. This work describes gender differences in the use of on-line (chat room) tutorials by non-traditional chemistry students enrolled in distance learning sections of a general chemistry course. Higher percentages of female students participated in the on-line tutorials and they participated with greater frequency than male students. Furthermore, the correlation between frequency of participation and course performance was higher among the female students. Various explanations for this unusual gender bias are offered, and the conclusion that the diversity of computer applications available today requires that research into gender bias refrain from viewing the computer as a single entity is supported.  相似文献   

13.
One of the prerequisites for acceptance and implementation of computers in an educational system is a positive attitude of both teachers and students toward their use. This research, therefore, focuses on differences in attitudes toward computers between male and female teachers, female and male gifted students, and teachers and gifted students. Samples consisted of 217 gifted students (115 males and 102 females) and 125 teachers (30 males and 95 females) in the Amman Educational District, Jordan. Computer attitudes were measured by means of the Attitudes of Both Teachers and Students Toward Computers Questionnaire, and compared statistically to variables such as performance in mathematics, IQ, gender, teachers’ experience in teaching and computing, and teachers’ training. Results showed that participants are generally positive towards computers, and there were no significant differences in attitude between gifted students and teachers or between males and females. Attitudes towards computers, however, may be predicted by performance in mathematics and by IQ scores.  相似文献   

14.
Some familiarity and competence with computers would improve older people's access to a range of technological developments that could make their lives safer, more convenient, intellectually more stimulating and more entertaining. Additionally, it might increase their self‐esteem and their acceptance as capable members of society. However, older people have mostly been prevented from acquiring computing skills because of the unavailability, until relatively recently, of suitable machines and because of the self‐perpetuating view that computers and the elderly are incompatible. This paper reports the experience of introducing a group of older people, whose mean age was approximately 70 and some of whom were physically frail, to computers, through the positively motivating and potentially therapeutic medium of personal life‐history writing. Compared to younger users, our participants expressed similar views about the ease‐of‐use of the computers, but less confidence in using them unaided and less certainty in re‐starting computer use after a few days’ absence. Much infectious enthusiasm has been generated among participants and all changes in their general mental health and attitudes to advanced technology have been in a strongly positive direction. Further work is aimed towards establishing a communications network for use by older people, while their particular learning requirements are being incorporated in self‐instruction software.  相似文献   

15.
The Computer Attitude Scale was completed by 298 female undergraduate students in Israel, together with an index of the gender stereotyping of computer use. The data demonstrate that female undergraduate students in Israel are much more likely to regard men as better at using computers than women than was found to be the case in a comparable study in the UK. Nevertheless there is little evidence from these data to support the suggestion that the gender stereotyping of computer use as masculine is itself detrimental to female students' attitudes toward computer use.  相似文献   

16.
Student's attitudes towards computers in sixteen to nineteen education   总被引：3，自引：0，他引：3  
Over the last two decades there have been numerous studies in a variety of countries examining students' attitudes towards computers, ranging from pre-school to postgraduate levels of education. Despite a plethora of international attitudinal research there has, however, been a conspicuous avoidance of the 16–19 educational setting (i.e. Grades 12–14). From this background the present study examined the attitudes towards computers of a sample of 983 students from nine school sixth-form and college based institutions in South Wales. Although students' attitudes towards IT were found to be influenced by a range of individually and educationally based factors, multivariate analysis showed that attitudes were primarily influenced by the subject area and qualification pathway students were following as well as their access to a home computer. Contrary to previous research, gender was found to only exert a lesser influence on students' attitudes. Furthermore, factors such as the educational institution attended and students' year group were not found to affect attitudes towards computers. Having contextualised these findings within the international work carried out on computer attitudes and use, areas of contention for future research are then discussed.p>  相似文献   

17.
Research at the University of Nottingham has been carried out to investigate the potential of Virtual Reality (VR) for teaching secondary school science. This paper describes the evaluation of VR to teach radioactivity at secondary school level. Evaluation was carried out in a local school and compared directly to the traditional teaching methods currently used in the school to teach radioactivity. Computer experience, computer attitudes, general attitudes and knowledge gained were measured to allow comparisons to be drawn. Individual differences of gender, ability and home computer use were also looked at in relation to the above measures. Results indicated that both ability level and the order in which the conditions were completed significantly affected the attitude scores. High ability students reported higher attitude scores, both overall and for the VR class in particular. As a result of the evaluation study, the Virtual Laboratory has been heavily modified and further evaluation studies were then carried out.  相似文献   

18.
The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.  相似文献   

19.
This study evaluated an intervention for building undergraduates' technological literacies for higher education in support of use of the learning management system and desktop applications. Self-efficacy scores between a control group and a treatment group were compared. Relationships between scores and demographic/experiential variables were also analyzed. The study failed to find (with limited strengths) significant differences between control and treatment. Differences between exempted and control students were found. Relationships between age, gender, and experience with online learning were rejected; however a relationship between experience with computers and scores was not rejected. For treatment learners, mastery experience and physical/emotional response to task performance were stronger self-efficacy sources than were verbal persuasion and vicarious experience. Results indicated that design might be improved by increasing sources of verbal persuasion and vicarious experience. The study also highlighted a need to monitor students' diverse backgrounds with technology.  相似文献   

20.
According to the skill transfer concept, people may use general technological skills to solve new problems. To test this concept, a technological transfer test was included in a randomized controlled-intervention study aimed at the causal relationship between computer use and autonomy of older adults. Older adults with and without exposure to computer training and Internet use and participants without interest in computers were administered this test. On two occasions, participants performed four daily tasks with everyday technological devices. Exposure to a novel technological challenge did not affect the efficiency of, and involvement in, other technological activities.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号