Effects of an Educational Computing Course on Preservice and Inservice Teachers

By Soner Yıldırım. 2000

396 citations recorded by the source corpus.

Abstract This study examined the changes in preservice and inservice teachers’ attitudes toward computers following their participation in an educational computing class, and it explored the factors that contributed to their computer use. The study used data from 114 preservice and inservice teachers (83 female, 31 male) who attended a university in southern California. Results of doubly multivariate repeated measures indicated that teachers’ attitudes (anxiety, confidence, and liking) significantly improved after the computer literacy course. The follow-up study indicated that teachers’ prior computer experience shaped their expectations of the course. Teachers reported that having a home computer, a professor’s willingness to teach, and the current use of technology in the schools at which they work also influenced their attitudes toward and use of computers.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cc93daa7a89539b4a26b53799f72a8663ff72d6a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Gender Studies

In Sociology and Political Science

Citations in the corpus

The impact of ICT in schools - a landscape review (2007, background): “However, this necessitates teacher educators being competent and confident with ICT resources and the associated pedagogy themselves (Yildirim, 2000).”
Exploring Students Acceptance of E-Learning Using Technology Acceptance Model in Jordanian Universities. (2013, background): “For example, if lecturers believe that technology is insufficient to satisfy their own needs or their students’, they will resist using it in the learning process (Yildrim, 2000).”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “The impact of effective teacher training on ICT can be measured in terms of changes in attitudes on the part of teachers (Yildirim, 2000; Kumar & Kumar, 2003; Galanouli et al., 2004) and of students as well (Christensen, 1998).”
Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system (2011, result): “These findings support current research which suggests that user’s positive feeling towards the ease of use of technology is associated with sustained use of the technology (Yildirim, 2000).”
Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model (2007, background): “…usefulness (PU), computer confidence (Rovai & Childress 2002), training (Tsitouridou & Vryzas 2003), gender (Sadik 2006), knowledge about computers (Yuen et al. 1999; Mukti 2000), computer anxiety and liking (Yildirim 2000), and computer experience (Potosky & Bobko 2001; Kumar & Kumar 2003).”
Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery (2008, background): “Indeed, teachers are only slowly incorporating a smattering of technologies into their repertoire (Yildirim, 2000), even though we are witnessing continuous change in the use of computers as technology advances and new applications become available.”
A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context (2010, positive): “For example, Yildirim (2000) found that teachers who used computers more would tend to develop positive attitudes that promoted further use of the computer in their daily teaching tasks and the conduct of activities that required computers to play a major role, for example, online forums and…”
The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education (2002, background): “The current uses of the technology in their schools and having a computer at home may also influence teacher computer use (Yildirim, 2000).”
The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England (2011, background): “(a) Classroom-based experiences (See for example, Linek, Nelson, & Sampson, 1999; Pigge & Marso, 1997); (b) Opportunities for reflection (See for example, Carter, 1998; Peterson, Cross, & Johnson, 2000); (c) Opportunities for understanding oneself in a secure environment under challenging or novel c”
Pre-Service Teachers' Attitudes towards Computer Use: A Singapore Survey. (2008, background): “Some examples of these are perceived usefulness, computer confidence (Rovai & Childress, 2002), training (Tsitouridou & Vryzas, 2003), gender (Sadik, 2006), knowledge about computers (Yuen, Law & Chan, 1999), anxiety, confidence, and liking (Yildirim, 2000).”
Teaching Partnerships: Early Childhood and Engineering Students Teaching Math and Science Through Robotics (2005, background): “Research has shown that early childhood educators have limited access and positive but temperate attitudes to the world of computers (Tsitouridou and Vryzas, 2003; Yildirim, 2000).”
Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs (2009, background): “, Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs.”