Student computer attitudes,experience and perceptions about the use of two software applications in Building Engineering

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.     

Prospective Turkish primary teachers’ views about the use of computers in mathematics education

The use of computers and technology in mathematics education affects students’ learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers’ views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two different universities in Turkey. Data consisting of participants’ written responses were qualitatively analyzed and categorized according to TPACK. Results show that the prospective teachers’ views about computers and their use in mathematics are usually positive. They enjoy working with computers, even though they are only able to perform relatively minor calculations with computers. They stated that improved use of computers can help them to learn and teach mathematics more effectively. However, they did not feel confident about their ability to teach mathematics using computers.     

中医院校低年级学生对英语学习网络化的态度和对策研究——以北京中医药大学为例

为了提出促进中医院校学生适应英语学习和考试网络化的对策,以北京中医药大学为例,研究中医院校低年级学生对英语学习网络化的态度,通过问卷调查的方法了解一、二年级学生的计算机使用背景以及对于四级机考和英语网络教学的态度。结果显示,大学一、二年级学生的共性包括:计算机和网络使用情况一般,普遍不习惯使用计算机学习英语;担心四级由笔试改为机考,欢迎课上进行机考练习;赞成教师偶尔使用网络教授英语。大学一、二年级学生的差异包括:大二学生的计算机能力、使用计算机学习英语的频率、对四级笔试的了解程度和对机考的担心都普遍高于大一学生,大一学生比大二学生希望有更多的时间用于英语网络学习。从而得出结论,促进中医院校学生适应英语学习和考试网络化的对策是,改善中医院校网络学习环境、设计贴近机考题型的多媒体教学课件和采取针对机考的互补型教学模式。     

Impacts of an online-supported,resource-based learning environment: does one size fit all?

This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer-mediated communication available as part of the online learning environment, and valued this functionality more highly than did the on-campus students. These findings highlight the need to take into account learner characteristics when designing learning environments that cater for individual differences and preferences. While online-supported RBL approaches have the potential to cater to the diverse needs of students, learning environments need to be designed, structured and delivered so the learning experience can be customized to the needs of different student cohorts, while preserving the overarching, pedagogical goals.     

Does computer confidence relate to levels of achievement in ICT-enriched learning models?

Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’ computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific packages for learning in some disciplines. As the educational use of information and communication technologies increases dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication, is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience. Computer confidence may mediate in how well students perform in learning environments that require interaction with computers. This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy scales appropriate for use alongside the computer confidence scale.     

Cross‐cultural Comparison of Gender Differences in Attitude towards Computers in Japan and Sweden[1]

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.

     

Can Computer Use Hurt Science Achievement? The USA Results from PISA

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software.     

Changing pre-service mathematics teachers’ beliefs about using computers for teaching and learning mathematics: the effect of three different models

This study examines the effect of three different computer integration models on pre-service mathematics teachers’ beliefs about using computers in mathematics education. Participants included 104 pre-service mathematics teachers (36 second-year students in the Computer Oriented Model group, 35 fourth-year students in the Integrated Model (IM) group and 33 fifth-year students in the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) group. The results indicated a remarkable change in beliefs within the EMReMaS and IM groups concerning computer use in teaching and learning mathematics. The present study offers empirical evidence that the pre-service mathematics teachers’ experiences in computer-based mathematics courses played a significant role in this change. Teacher education programmes should consider this learning method for pre-service teachers.     

Attitudes toward computers: A study of post-secondary students in Singapore

Research has found that computer attitudes not only play an influential role in determining the extent to which students accept the computer as a learning tool but also future behaviours towards the computer such as using it for further study and vocational purposes. A sample of 183 post-secondary students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales, Computer Importance, Computer Enjoyment, and Computer Anxiety. Additionally, the effects of gender and computer ownership at home were also examined. One-way MANOVA revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards the computer than female students. Significant differences in computer attitudes were found between students who own computers at home and those who do not. Students who own a computer at home also reported a lower level of computer anxiety compared to those who do not.     

Cross‐cultural Similarities in Attitudes toward Computers and the Implications for Teacher Education

ABSTRACT

Results of a three year longitudinal study of elementary school children's attitudes toward computers in Japan, Mexico, and the United States of America are presented, along with implications of the findings for teacher education. Two types of attitudes toward computers (importance and enjoyment) were found to be positively influenced by the introduction of computer activities in primary school. No novelty effect was found regarding enjoyment of computers, and perceived computer importance declined less from Grades 1–3 than several other dispositions measured. No consistent gender differences were found for attitudes toward computers among the three nations. These findings imply that students begin school eager to learn about computers and lacking the gender biases often found in older age groups, and that teachers should be educated to help preserve interest in and access to information technology for all students. Reflections for teacher education conclude the article.     

Podcasting in higher education: What are the implications for teaching and learning?

A podcast is any digital media file, or series of files, distributed over the Internet for playback on portable media players and personal computers. This study explored the attitudes, perceptions, and use of podcasting as reported by instructors and students at a large American Midwestern university. The results of two online surveys were examined, focusing specifically on items related to teaching and learning. Findings suggest that students use podcast materials largely for reviewing concepts and issues raised in lectures that they have previously attended. While instructors and students agree that podcasts help students learn, students are less sure about whether podcasts improve instructors' teaching. The authors argue that podcasts can help instructors change face-to-face instruction from traditional didactic lectures to more constructivist learning practices.     

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study

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.     

Relationship between gender identity,perceived social support for using computers,and computer self-efficacy and value beliefs of undergraduate students

This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.     

The Gender Stereotyping of Computer Use Among Female Undergraduate Students in Israel and the Relationship with Computer‐related Attitudes

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.     

Slovak high school students' attitudes toward computers

The pervasive involvement of information and communication technologies and computers in our daily lives influences changes of attitude toward computers. We focused on finding these ecological effects in the differences in computer attitudes as a function of gender and age. A questionnaire with 34 Likert-type items was used in our research. The sample consisted of 659 students from 14 high schools, aged 15–19 years attending the first, the second, the third, and the fourth years of study. The results of the questionnaire were divided into the two dimensions of concrete computer enjoyment and computer anxiety. On the first dimension both younger students and girls have positive attitudes. On the second dimension both younger students and boys have more positive attitudes. Overall, girls have more positive attitudes than boys. This is interesting because in the existing literature there is evidence that boys have more positive attitudes toward computers than girls. Perhaps a change is taking place.     

A follow-up study of students using portable computers at a secondary school

This paper reports on the findings of a 1999 study that set out to investigate the current perceptions of students and teachers towards the use of portable computers at a secondary school. The aim was to compare these with the findings of a 1995 study carried out by the researcher at the same school. Data were collected from 102 Year Twelve students (17 year old), 104 Year Eight students (13 year old) and 40 teachers. The results indicated that for the Year Twelve students the computers had been of limited value while the Year Eight students appeared to be divided with about a quarter indicating negative attitudes. For the younger students the computers appeared to be used more often and for a greater range of tasks. Many teachers indicated concerns about the management of computers in the classroom and linking computer use to learning outcomes. These perceptions underline the need for targeted professional development, systematic support for the development of student computer-related skills, and changes in the curriculum towards more learner-centred approaches.     

Integration of computers and related technologies into deaf education teacher preparation programs

The study examined how computer technology is used, modeled, and taught in programs that prepare future teachers of students who are deaf or hard of hearing. Data were collected through two self-reported survey instruments sent to participants from two different groups: (a) deaf education faculty (n = 233) and (b) administrators of programs serving students who are deaf or hard of hearing (n = 100). Among the faculty who responded to the survey, 99% said they used computers and printers for instruction during class, 84% said they used VCRs for instruction during class, and 56% said they used video cameras for instruction during class. The information that was reported on how technology was being used for instruction and how its use was being taught to students in deaf education teacher preparation programs indicates that the need persists for integration of technology into these programs. A need likewise continues for improved instructional strategies relative to computers and technology.     

Attitudes and confidence towards computers and books as learning tools: a cross-sectional study of student cohorts

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.     

Computer skills of initial teacher education students

Abstract

A constant challenge for teacher education lies in keeping courses up to date. This article provides a view of the current skills, attitudes, and perceptions regarding computer technology in the classroom from a preservice candidate perspective. The intent of this research is to help foster discussion about how to further develop pre-service educational technology courses that best meet the needs of a continuously evolving and changing student-teacher population in terms of computer technology skills. The primary instrument was a self-assessment survey of the skills, attitudes, and perceptions about utilizing computer technology in the classroom among firsttime students enrolled in introductory education courses at a large midwestern university in the USA in the fall semester of 1999. Surveys were administered to a total of 205 students. Questionnaires were given to preservice teachers during their initial courses rather than mailed to their homes, in an attempt to increase participation rates. Participants were categorized as being either a ‘Beginner’ or ‘Experienced User’ of computer technology, based on their responses to the skill section of the survey. The article includes an overview of the results and segments them as they pertain to three general issues: general attitudes with regards to teaching with computer technology, intended use of computers when beginning to teach, and perceived problems to be expected with computer technology when beginning to teach. Finally, an informal discussion regarding student expectations of future teacher training programs and the corresponding implications for school districts are presented from the free-response section of the questionnaire.     

Student‐teachers’ Use of Computers during Teaching Practice in Primary Classrooms

It is argued that teacher readiness is crucial to the realisation of national goals for educational computer use and that the preparation of student teachers can make an important contribution. This study investigated student‐teachers’ dispositions towards computers and their use of computers in primary‐school classrooms during a final‐year practicum. The student teachers generally viewed computers positively but lacked confidence in their knowledge of computers. While they were nervous about using computers in classrooms, almost two‐thirds did use a computer at least once during a four‐week practicum and were more likely to do so if the supervising teacher modelled such use. The most frequently experienced problems in using computers were organisational. Based on the findings of this study it is suggested that preservice courses should focus on the pedagogical issues associated with computer use and they should provide students with opportunities to observe and practise classroom computing.