Cognitive Styles and the Education of Computer Information Systems Students

Carland, Jo Ann C.; Carland, James W.

doi:10.1080/08886504.1990.10781947

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…The Myers-Briggs Type Indicator [MBTI] is one example of a personality-centered model that is derived from Jung's personality types (Carland, 1990;Myers & McCaulley, 1989). Jung's eight types are based on four individual subscales: introversion and extraversion; sensing and intuitive; thinking and feeling; and judging and perceiving (Catland, 1990).…”

Section: Personality-centered Approachesmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Section: Personality-centered Approachesmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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“…A literature search focused specifically on the MBTI and computer programming in the classroom yielded only a handful of articles (Carland & Carland, 1990;Corman, 1986;Evans & Simkin, 1989;Werth, 1986). Of these four studies, three, Corman, Evans and Simkin, and Werth, ir_vestigated whether type, as measured by the MBTI, could be used to predict achievement in an introductory programming class.…”

Section: Empirical Studiesmentioning

confidence: 99%

The Myers-Briggs Personality Type and Its Relationship to Computer Programming

Bishop-Clark

Wheeler

1994

Journal of Research on Computing in Education

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“…. Previous studies have also indicated that there were significant gender differences in cognitive styles (Carland, & Carland, 1990;Demick, 1991;Tucker, 1983 1Wing. 1991).…”

Section: Discussion Of the Findingsmentioning

confidence: 97%

“…He found that males scored significantly higher than the females on the abstract conceptualization scale. Carland and Carland (1990) administered the Myers-Briggs Type Indicator instrument to 92 college students and reported that males had preferred attitudes toward the inner world (introversion), but females had preferred attitudes toward the outer world (extroversion). They also discovered that the preferences of the females subjects were in the same direction as for the males on the Thinking vs.…”

Section: Simultaneous Processing Skillmentioning

confidence: 99%

The relationships among gender, cognitive styles, computer experience and computer attitudes in Upward Bound students

Huang

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Cognitive Styles and the Education of Computer Information Systems Students

Cited by 6 publications

References 4 publications

Tool use in open learning environments: In search of learner-related determinants

Tool use in open learning environments: In search of learner-related determinants

The Myers-Briggs Personality Type and Its Relationship to Computer Programming

The relationships among gender, cognitive styles, computer experience and computer attitudes in Upward Bound students

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