Early childhood teacher attitudes toward the instructional use of computers

Date

1988

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Abstract

The purpose of this study was to examine the attitudes of early childhood teachers toward the instructional use of computers in their classrooms and to answer the question whether early childhood teachers favor instructional computing with children ages three to eight. The study was also designed to investigate attitudinal differences among early childhood teachers toward the instructional use of computers in their classrooms. The independent variables were age, sex, ethnicity, educational level, grade level taught, years of teaching experience, prior instructional computer use, students' attendance in computer laboratories, amount of computer training, and amount of computer experience. A 25-item Likert scale was designed by the investigator to assess the subjects' attitudes toward instructional computing in their classrooms. The sample consisted of 229 randomly-selected prekindergarten, kindergarten, first, second, and third-grade teachers from five school districts, all located within a 50-mile radius of each other. A one-factor analysis of variance was used to investigate and compare differences in the subjects' attitudes toward instructional computing. The Scheffe* method was used for making post hoc comparisons. Results of this study indicated that 95.80% of the early childhood teachers participating in the study held positive attitudes toward the instructional use of computers in their classrooms. Other results indicated that while an overwhelming majority of the subjects held positive attitudes, there was some disparity in instructional computing attitudes among subgroups of the participating early childhood teachers. These results indicated that, although positive, there were significant differences in the attitudes of early childhood teachers toward the instructional use of computers in their classrooms in terms of certain teacher characteristics. These characteristics were: age, ethnicity, years of teaching experience, prior instructional computer use, students* attendance in computer labs, amount of computer training, and amount of computer experience.

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Keywords

Education, Preschool--Data processing, Education, Primary--Data processing

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