Computer Anxiety, Self-Efficacy, Computer Experience: An investigation throughout a Computer Science degree

Doyle, Elizabeth; Stamouli, Ioanna; Huggard, Meriel

doi:10.1109/fie.2005.1612246

Cited by 36 publications

(26 citation statements)

References 20 publications

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“…Studies have revealed that teachers cannot use technology in the education process to increase learning and that they do not feel ready (Haydn and Barton, 2007). However, computer is one of the developing technologies and it is important to use computers both in daily life and in educational environments as a teaching aid (Durkin et al, 2010). This enables many people to gain experience directly or indirectly about computer usage.…”

Section: Introductionmentioning

confidence: 99%

“…Within this context, computer self-efficacy is defined as an important structure that affects one's belief in his/her computer usage skills; and teachers' usage of computers in classroom (Albion, 1999). Studies of literature on computer self-efficacy determine that people whose computer selfefficacy belief is high are more eager when using computers, their anxieties about the computer is lower, they keep pace with the technological developments more quickly, they trust themselves in challenges about computers, and they are more successful in resolving these issues (Doyle et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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“…Specifically, Ref. [27] found that as computer experience increases, self-efficacy also increases while computer anxiety decreases. We expect that experience with the computer not only decreases computer anxiety but also anxiety related to other technological tools, and specifically influence positively teachers' perceptions of the interactive board.…”

Section: B Research Hypothesesmentioning

confidence: 99%

Teachers' Perceptions of Interactive Boards for Teaching and Learning in Public and Private High Schools in the Arab Education System in Israel

Daher

Abu-Hussein

Alfahel

2012

Int. J. Emerg. Technol. Learn.

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Abstract-Interactive boards are becoming an integral part of the educational scene in schools in the western countries and are not considered just an additional aid to teaching. In Israel too, interactive boards are becoming gradually part of the educational scene, so evaluation is needed for various aspects of teachers' teaching and students' learning with these new tools. One such important aspect is teachers' perceptions of the interactive board as a tool for teaching and learning. This research intended to examine the difference between teachers' perceptions of four aspects of the interactive boards: pedagogic, didactic, technical-pedagogic, and technical-didactic aspects. We examined teachers' perceptions of these aspects in public and private schools. In addition, we examined the difference between the perceptions of those who use the computer for teaching and those who do not. Further, we examined the reasons that prevent teachers from using the interactive boards in public schools as compared to private schools.The data was collected through a questionnaire which examines teachers' perceptions of four aspects of using the interactive boards. The participants were 217 high school teachers (157 public high school teachers and 60 private high school teachers). The research findings show that there exist significant differences between teachers' perceptions of the interactive board for teaching and learning regarding (1) type of school, and (2) use of computers for teaching goals. No significant difference was found between reasons that prevent teachers from using the interactive boards in public and private school except one reason: the shortage of interactive board in every classroom. We discuss the findings and draw appropriate conclusions. It was also interesting to examine the reasons that prevent teachers from using the interactive boards, and whether there is difference in these reasons in public schools as compared to private schools.

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“…Self-efficacy has a positive relationship with computer experience [21]. Self-efficacy and prior computer experience significantly predict and contribute to the creativity of the subjects [17].…”

Section: Self-efficacymentioning

confidence: 99%