Computer Attitudes among Professional Educators: The Role of Gender and Experience.

Autor/inn/en	Nash, John B.; Moroz, Pauline
Titel	Computer Attitudes among Professional Educators: The Role of Gender and Experience.
Quelle	(1997), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Quantitative Daten; Computer Attitudes; Computer Literacy; Computer Uses in Education; Education Courses; Elementary Secondary Education; Gender Issues; Graduate Students; Higher Education; Microcomputers; Sex Differences; Surveys; Teacher Attitudes; Teachers + Suchen Sie Ihr Suchwort? Computerkenntnisse; Computernutzung; Fortbildungskurs; Geschlechterfrage; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sex difference; Geschlechtsunterschied; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	As the number of microcomputers in schools increases, it becomes more important for staff to provide opportunities for student use. When viewed as an innovation, student use of computers in schools can be susceptible to the same implementation problems as any innovation. Attitude is one factor that can influence success of implementation. In order to address the problem of underuse of computers in the classroom, this study re-visits the issue of the effect of gender and experience on computer attitudes. The Computer Attitude Scale (CAS) was administered to 289 teachers (91 male, 192 female) enrolled in graduate education courses at a large southwestern university. In general, the results suggested that the respondents had fairly positive attitudes. The results supported previous research indicating that experience is a differentiating factor but did not support the theory that gender affects attitudes toward computers. (Contains four tables and eight references.) (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01