Prımary school teachers’ levels of self-effıcacy accordıng to varıous settlement areas

The purpose of this study was to determine how elementary teachers use computers, the Internet, and educational technology in the educational process. The purpose was also to gain information regarding the teachers’ possession of technological devices and their levels of self-efficacy in using them among the different types of settlement areas. The study was carried out with 300 elementary-level teachers. The Technology Usability Self-Efficacy Instrument (TUSEI) and a semi-structured interview form were the instruments used in the study. Statistically significant differences were found in the self-efficacy of teachers using computers, the Internet, and other technological devices according to different settlement areas in the responses given by the teachers within the framework of the scale. It was understood that teachers were able to search information on subjects of their choice by using search engines on the Internet, but they could not use these tools efficiently for educational purposes. Teachers’ self-efficacies were also found to be inefficient in the ability to use writing and graphic programs in the computer environment.     

What Drives Successful Technology Planning?

ABSTRACT

Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them.     

Informatique Pour Tous: a case study of information technology in teacher education in France

ABSTRACT

The national program Informatique Pour Tous was announced in France in 1985. This paper describes a resulting training program conducted in French secondary schools, the assessment of this program, and conclusions that can be drawn from it in terms of contents for pre‐service and in‐service teacher training in the educational use of computers. In this article, after a short background on the French policy of computer equipment in schools, the objectives of the training program are presented. Then the activities of the teachers who were trained in this program are analyzed, on the one hand through information gathered during their annual meetings and on another hand through interviews with the heads of some of the teachers' schools. Requirements for training contents and practices in teacher education are developed.     

Predictors of teachers’ use of ICT in school – the relevance of school characteristics,teachers’ attitudes and teacher collaboration

This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level.     

Enlist micros: Training science teachers to use microcomputers

A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K–12 science teachers to use microcomputers for instruction. A writing team developed the 16-hour training program in the summer of 1985, and field-test coordinators tested it with 18 preservice or in-service groups during the 1985–86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small-group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to develop, evaluate, and disseminate a complete model of teacher enhancement for educational computing in the sciences. In that project, we use the ENLIST Micros curriculum as the first step in a training process. The project includes seminars that introduce additional skills: It contains provisions for sharing among participants, monitors use of computers in participants' classrooms, provides structured coaching of participants' use of computers in their classrooms, and offers planned observations of peers using computers in their science teaching.     

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.     

Conceptions or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom

Why should computers be used in primary schools and what roles have they come to play in the classroom? This paper describes an investigation into UK primary teachers' perceptions and use of computers in the classroom. The responses collected illustrate the existence of two broad groups of teachers. Those who adopt a computer awareness perspective and those who believe that the computer should be used as a means to facilitate and enhance teaching and learning. Furthermore, the responses suggest an association between teachers' beliefs about computer use and teachers' patterns of actual computer use and thus demonstrate that educational innovations are primarily and intrinsically realized in our way of thinking before they become practice. Yet, this way of thinking may be formed not only by teachers' interpretations of official orders and requirements but also by their knowledge of information technology (IT) and their comprehension of what teaching and learning is about.     

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

ABSTRACT

Twenty‐seven United Kingdom teachers of secondary mathematics were interviewed about information technology (IT) and its influence on their teaching of mathematics. A common factor to emerge was the nature of their first experience of computers and the impact it had on their subsequent professional activity. The analysis identified four ways in which teachers first encountered computers; as learners at school, university or colleges of education, as teachers undertaking in‐service training, as self‐taught adult learners, or as employees or researchers engaged in computer‐based activity prior to becoming teachers. A significant issue to emerge was that similar initial encounters are likely to have different and lasting professional consequences depending on the persons involved and their perceptions of mathematics, computers, the relationship between the two, and a range of other personal and institutional factors. Some implications for both pre‐service and in‐service training are discussed.     

教师的计算机焦虑及其对教育技术应用的影响

随着我国教育信息技术的应用,由计算机应用带来的教师焦虑问题日益引起注意。有研究表明教师对于计算机教学的焦虑是影响教育技术推广成效的重要原因。本文介绍了计算机焦虑的概念、教师计算机焦虑的相关因素及其影响的相关研究结果,并结合我国的教育实际,提出了改善我国教师计算机焦虑的建议。     

大学青年教师教育信息技术素质现状调查研究

为了了解全国大学青年教师教育信息技术素质情况,进行了问卷调查,调查内容包括大学青年教师的基本情况、教师教育信息技术能力获得来源、教师对现在教育技术培训需求、教师运用教育信息技术开发整合教学资源素质等四个方面。调查分析发现,为了提升大学青年教师教育信息技术素质,高校要拓宽对青年教师的信息技术培训范围,确保培训内容具有实际效果,根据教师信息技术运用薄弱点进行重点培训,加强对教育信息技术的考核,教师自身要运用教育信息技术开发整合教学资源能力。     

Factors that influence pre-service teachers’ ICT usage in education

The purpose of the current study was to investigate the role of internal factors (e.g. attitudes towards computers and internet, self-confidence, and knowledge) and external factors (perceived support) on the level of information and communication technology (ICT) usage. The participants were 1898 pre-service teachers in Turkey. The results revealed that Turkey, like many other developing countries in the world, is in the early phase of ICT integration in education. Most pre-service teachers reported that they use only basic ICT applications for educational purposes. Internal and external factors were found to be related to each other and to ICT usage level. In general, male pre-service teachers’ knowledge and usage levels of ICT were higher than that of female teachers.     

Training Teachers to Use Computers in Third World Schools

ABSTRACT

This paper draws on research on the use of computers in Third World schools undertaken with the help of a grant from the Harold Macmillan Trust and the assistance of teachers and others in 23 Third World countries. In it we stress tfft importance of training all staff concerned in the introduction of computers into Third World schools, including the policy makers. We discuss training in the early days of introducing the innovation, and how a training cascade may or may not help. We examine the link between motivation to be trained and the prospect of leading change. We point out the virtues of teachers learning about computers in private and the need for software evaluation criteria for teachers to use. We look briefly at the links between training, the curriculum and assessment and at the training of programmers and technicians. We conclude that policy makers need to share with school principals, teachers, teacher educators and computer education specialists or consultants the task of reframing policy while reliable understanding of the state of the innovation emerges and the innovating group matures as a training resource in its own right     

Does it have to be easy,useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching

ABSTRACT

Studies show that technology can have a positive influence on student achievement and motivation; however, the use of technology for educational purposes is rather modest. Research has shown teachers’ attitudes to be a key aspect of technology use. However, there is no agreement on which attitudes we should focus on. The aim of the present study was to determine which attitudes may be differentiated empirically in a sample of STEM teachers in the context of mobile devices in teaching and to what extent these factors help to predict willingness to use mobile devices. The study was conducted among 377 STEM-subject teachers. The results showed that performance expectancy, effort expectancy and technology attitude are highly correlated for teachers. It would appear that social aspects (social influence and facilitating conditions) may serve as facilitators for teachers’ attitudes in the model, predicting 52.5% of teachers’ behavioural intention to use mobile devices for teaching.     

University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies

In the ever-changing higher education climate, university teachers often rely on traditional, teacher-centred educational practices. While universities worldwide attempt to improve teaching quality by investing in professional development, many university teachers do not receive formal teaching training – even though teaching is often the largest part of their job responsibility. This study explores the effects of an evidence-based professional development programme dealing with student-centred, active learning on the teaching competencies of university teachers. A total of 189 Polish university teachers participated in a five-day study visit at Ghent University (Belgium). The university teachers were invited to complete a pre- and post-questionnaire. The results reveal that, after the study visit, the participants do not only feel more capable in their roles as (a) educational designer, (b) classroom manager, (c) assessor, (d) educational technologist, (e) differentiator, (f) lifelong learner/innovator, and (g) quality guard, but also effectively plan to change their behaviour regarding these roles and believe significantly more in their importance. The results show that professionalisation initiatives have the potential to change university teachers’ behaviour, capabilities and beliefs concerning more student-centred teaching for the better. The article concludes, however, by implying that contextual factors, such as the institution’s professionalisation policy, too impact the success of professional development initiatives.     

Educational assessment and accountability: a New Zealand case study

This paper discusses the increasing use of assessment as a market signal and as an index of educational accountability. It is argued that assessment policies in New Zealand reflect an uneasy balance between the interests of the new right and more progressive educationists. These influences are examined using three largely contradictory models of educational accountability (professional, market and management). Each model reflects a range of epistemological and ideological assumptions. Thus student assessment serves different and largely conflicting purposes. The paper uses a recent New Zealand policy document (Tomorrow's Standards) to examine the interaction of each model. It is argued that through a failure to state clearly the purpose of assessment, educational reform in this area is overly concerned with the means rather than the ends of education. This has important implications for student motivation and learning. The paper concludes with a comment on current policy development and concludes that some recent initiatives provide the hope that a system of assessment that is both meaningful and relevant to individual learners may be developed.     

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.     

Preparing preservice teachers to use computers effectively in elementary schools

Abstract

Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.     

A Portable Computer Loan Scheme: towards new resourcing strategies in a Faculty of Education

ABSTRACT

This paper describes a small scale research project to pilot the loan of portable computers to students and staff for use on or off‐campus. The purpose of the research is to identify organisational procedures and associated problems, find out how these portable computers are used, and whether or not they are an effective and efficient use of resources. Take‐up of the scheme in its first phase indicates popularity with students and positive outcomes. Very high use was recorded and many students report that use in their own time and in the atmosphere of their own surroundings encourages greater self‐confidence in information technology. They also consider that access to the portables has proved significant, with the quality of their work enriched. Such experiences raise important questions about the organisation of computing facilities and focus issues beyond the viability and economics of portable computer loan schemes. Within the outcomes of the project, there should be useful data pointing to the need to develop imaginative policies and funding models whereby each student can own or have ready access to their own personal computer. An important outcome of this could be the increased use of information technology by initial teacher education students, resulting in a corresponding increase in the transference of confidence, and use of information technology by children and other teachers in school.     

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.     

Access to Educational and Instructional Computer Technologies for Post‐secondary Students with Disabilities: lessons from three empirical studies

Access issues based on three Canadian empirical studies of the use of computer and information technologies by college and university students with physical, sensory, and learning disabilities are presented. Data were obtained between fall 1997 and spring 1999 from: (1) focus groups with students with disabilities (n = 12); (2) structured interviews with students with disabilities (a = 37) and with post‐secondary personnel responsible for providing services to them (n = 30); (3) questionnaires completed by post‐secondary students with disabilities (n= 725). Findings indicate that the overwhelming majority of students with disabilities use computers and the Internet, but that 41 % of them need some type of adaptation to use computers effectively. Key findings emphasize advantages of computer technologies and delineate barriers to full access. Types of computer, information and adaptive technologies used by students with different disabilities are presented and emerging trends are highlighted. The goal is (1) to sensitize educational and instructional technologists, professors and planners involved in the implementation of educational media into post‐secondary education curricula and (2) to demonstrate that designing for accessibility from the outset creates a more equitable learning environment that provides opportunities for all students