Comparing attitudes towards computer usage by undergraduates from 1986 to 2005

Popovich, Paula M.; Gullekson, Nicole L.; Morris, Samantha; Morse, Brendan J.

doi:10.1016/j.chb.2007.03.002

Cited by 36 publications

(28 citation statements)

References 9 publications

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“…Researchers studying the differences between ICT use of male and female students have focused on the impact of gender on attitudes related to ICT use [24], [25], [26], resistance to ICT use [22], [27], frequency of ICT use [22], [28], and types of activities using ICT [29].…”

Section: Gender and Ict Usementioning

confidence: 99%

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Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Inclusion has brought diversity into 21st-century classrooms and introduced challenges for teachers who must adapt their teaching to diverse groups of children. Related research findings indicate that information and communication technology (ICT) can be used to provide personalized learning and support inclusion. Our research compared the school-and leisure-related computer use of students in inclusive classrooms. The frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were examined. Consistent with those of previous studies, our findings show that students with special needs (SN) and their peers use computers more frequently for leisure activities than for school activities. Compared with their peers, students with SN use computers less frequently and are more resistant to computer use. No correlation was found between the presence of SN and a student's desire to use a computer or a student's opinion on whether computer use improves learning success. A comparison of male and female students revealed that boys use computers more frequently, and have a stronger belief that computer use improves learning success. This study discusses ICT integration in inclusive classrooms for personalized learning in all domains of learning, the cognitive, affective-social, and psychomotor domains. The main conclusions derived from the study inform teachers in planning their ICT integration for cognitive, social and emotional scaffolding of students in inclusive classrooms.Keywords-information and communication technology (ICT), inclusive class, students with special needs 56

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Section: Gender and Ict Usementioning

confidence: 99%

“…However, data on gender differences are not conclusive because of changes in the attitudes toward ICT as a result of increased ICT universality in society [22]. An important aspect that should be considered in inclusive education is the characteristics of students with different SN and the factors requirements that affect their ICT use.…”

mentioning

confidence: 99%

Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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“…It appears that the participants from ECU and QUT are not as confident with computers as their peers from the other universities. A negative relationship between computer anxiety and attitudes towards computers has been found elsewhere (Popovich et al 2008). Such an explanation would adequately explain the difference between participants from ECU and QUT and the other three universities.…”

Section: Discussionmentioning

confidence: 76%

“…Attitudes towards computers have changed significantly over the past two decades as computers have become omnipresent; for instance, there is no longer a difference between genders in general attitudes towards computers (Popovich et al 2008). The major factor affecting attitudes today is anxiety; with there being a negative relationship between anxiety about computer and attitudes towards computers (Popovich et al 2008;Hegney et al 2006;Webster et al 2003).…”

Section: Introductionmentioning

confidence: 99%

“…The major factor affecting attitudes today is anxiety; with there being a negative relationship between anxiety about computer and attitudes towards computers (Popovich et al 2008;Hegney et al 2006;Webster et al 2003). In other words, e-learning needs to be appropriate for students' level of ability with computers and using technology, otherwise it will be frustrating (Link and Marz 2006).…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs

Williams

Boyle

Molloy³

et al. 2011

Research in Learning Technology

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Computers and computer-assisted instruction are being used with increasing frequency in the area of undergraduate paramedic education. Paramedic students' attitudes towards the use of e-learning technology and computer-assisted instruction have received limited attention in the empirical literature to date. The objective of this study was to determine paramedic students' attitudes towards e-learning. A cross-sectional methodology was used in the form of a paperbased survey to elicit students' attitudes to e-learning using three standardised scales. Convenience sampling was used to sample a cross-section of paramedic students at five universities during semester 1 of 2009. The scales used were: the Computer Attitude Survey (CAS), the Online Learning Environment Survey (OLES), and the Attitude Toward CAI Semantic Differential Scale (ATCAISDS). There were 339 students who participated. Approximately onehalf (57.7%) were female and most (76.0%) were under 24 years of age. Moderate results were noted for the CAS general and education subscales. The CAS results were broadly corroborated by the OLES, although a statistically significant difference between participants preferred and actual results on the OLES Computer Usage subscale identified that participants would prefer to use computers less than they actually do. Similarly, the ATCAISDS found participants were largely ambivalent towards computers. As paramedic degree programs continue to emerge and develop, careful consideration should be given to the usability and utility of various e-learning approaches.

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Pencil Code improves learners' computational thinking and computer learning attitude

Deng

Lei

et al. 2019

Comp Applic In Engineering

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In the current implementation of K‐12 education, computational thinking is considered an important part of developing students' key abilities. Many studies have shown that computational thinking can be improved by programming, for example, using Scratch, App Inventor, and Python. However, different programming tools have different forms of programming that affect the development of learners' computational thinking. This study aimed to test the effects of different programming tools with the same teaching content on learners' computational thinking and computer learning attitude in real classroom teaching. Ninety‐nine participants took part in an eight‐week teaching intervention in the Visual Basic (text‐based) and Pencil Code (block‐based) programming environments. T tests showed that students learning in a mixed text‐based and block‐based Pencil Code programming environment not only had significantly improved computational thinking but also became more self‐confident and enjoyed learning programming. Furthermore, our interviews after the eight‐week teaching intervention found that students showed more communication and interaction behaviors learning with Pencil Code.

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Comparing attitudes towards computer usage by undergraduates from 1986 to 2005

Cited by 36 publications

References 9 publications

Information Communication Technology Use among Students in Inclusive Classrooms

Information Communication Technology Use among Students in Inclusive Classrooms

Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs

Pencil Code improves learners' computational thinking and computer learning attitude

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