Traditional or conventional teachers have a phobia of using technology like a fear of looking foolish, fear of asking for help, fear of not ‘catching on’ quickly enough, and fear of not being able to be effective with the technology in instructional settings. It is important to understand that these fears were self-imposed and self-generated, but very real nevertheless.
Technology has an essential role to play in reducing the disparities that exist between the developed and developing countries. Computers are especially important in this context, because so many computer applications have a direct bearing on some of the main facets of the development process and reflect certain aspects of the technology that has facilitated the growth of the economically advanced countries.
This study investigates the different attitudes towards computers and analyses them.
Table of Contents
1. Introduction
2. Definition & Concept of Attitude Towards Computer
2.1 Attitude
2.2 Student Attitude Towards Computer
3. Review of Literature
4. Purpose of the Study
5. Development of the Attitude Toward Computer Scale
5.1 Planning of the test
5.2 Preparation of the Test Items or Preliminary Draft
5.3 The Fitst Try-out
5.4 Item Analysis
5.5 Final draft of the scale
6. Reliability
7. Validity
Conclusion
Objectives & Themes
The primary objective of this work is to develop a reliable and valid psychometric scale to measure the attitudes of students (aged 14-16 years) towards computer technology, covering multidimensional factors that influence their perception and usage.
- Construction of a standardized, multi-dimensional computer attitude scale.
- Identification of 11 critical dimensions including computer anxiety, globalization, and personal feelings.
- Statistical validation through item analysis and correlation techniques.
- Assessment of reliability using test-retest and split-half methods.
- Analysis of students' psychological interaction with computer hardware and software.
Excerpt from the Book
Student Attitude Towards Computer
Students attitude toward computer has been defined as an individual’s general evaluation or feeling of favour or antipathy towards computer technologies and specific computer related activities (Smith, Caputi, & Rawstorne, 2000). Computer attitude evaluation usually encompasses statements that examine users’ interaction with computer hardware, computer software, other persons relating to computers, and activities that involve computer use. Computer-related activities examined are either single instances of behaviour (e.g. specific software use) or classes of behaviour (e.g. attaining computer related courses) (Smith et al. 2000).
An individual’s feeling towards computer is influenced by a variety of factors like social issues relating to computer (Popovich, Hyde, Zokrajsek & Blumer, 1987), computer liking, its confidence to use, anxiety for it etc. (Loyd & Gressard, 1984), achievement (Bandalos & Benson, 1990), its utility and value (Francis & Evans, 1995). Positive attitudes enhance the learning process (Shneiderman, 1980), specifically the motivation to learn and the ability to retain information in a given situations (Jawahar & Elango, 2001). A negative attitude may lead to computer resistance (Shneiderman, 1980).
Summary of Chapters
1. Introduction: Outlines the significance of computer technology in modern education and identifies common barriers such as computer phobia among traditional educators.
2. Definition & Concept of Attitude Towards Computer: Provides a theoretical foundation for understanding attitudes and specifically defines the scope of student attitudes toward computer technology.
3. Review of Literature: Surveys existing research and various standardized scales used to measure intrinsic variables like computer anxiety and perceived usefulness.
4. Purpose of the Study: Specifies the need for a new instrument incorporating 11 distinct dimensions of computer attitude that were not covered by previous scales.
5. Development of the Attitude Toward Computer Scale: Details the systematic psychometric process, from the initial draft construction and expert validation to item analysis and final selection of items.
6. Reliability: Explains the statistical measures used to ensure the stability and trustworthiness of the scale, specifically through test-retest and split-half methods.
7. Validity: Discusses the logical and content validity of the instrument, supported by expert reviews and statistical item correlation.
Keywords
Computer Attitude, Psychometrics, Computer Anxiety, Student Attitude, Scale Development, Educational Technology, Likert Scale, Reliability, Content Validity, Item Analysis, Computer Knowledge, Technological Proficiency, Adolescent Learning, Pedagogical Tools, Computer Literacy.
Frequently Asked Questions
What is the primary focus of this research?
The work focuses on the psychological and behavioral aspects of how students aged 14-16 perceive and interact with computer technology in an educational context.
What are the central thematic fields addressed?
The research addresses 11 dimensions, including personal feelings, computer anxiety, self-rated knowledge, impact on individual health, and the integration of computers in the school curriculum.
What is the core research goal?
The goal is to develop a scientifically rigorous, valid, and reliable psychometric scale for assessing student attitudes toward computers.
Which methodology was employed for scale construction?
The author utilized a structured approach including literature review, item generation, field expert judgment, statistical item analysis using Pearson Product Moment Correlation, and reliability testing.
What does the main body of the work cover?
The main body details the entire life cycle of the scale's creation, starting from its planning and theoretical justification to the statistical validation of its final items.
Which keywords best characterize this work?
Key terms include Computer Attitude, Psychometrics, Computer Anxiety, Scale Development, and Educational Technology.
How were the "positive" and "negative" items handled in the scale?
The items were balanced and assigned specific scoring keys, where negative items were reverse-coded to ensure consistent measurement across the Likert scale.
What role does gender play in this study?
The study specifically considers gender-based dimensions, analyzing how attitudes toward computer access and usage might differ or correlate with gender-related perceptions.
Why was it necessary to create a new scale instead of using existing ones?
The author identified that existing scales lacked the comprehensive inclusion of specific dimensions like globalization, impact on creativity, and computer language proficiency, necessitating the development of a more tailored instrument.
- Citation du texte
- Ruchi Sachdeva (Auteur), 2016, Attitudes towards Computers. An investigation into the use of computers by teachers, Munich, GRIN Verlag, https://www.grin.com/document/339941
