Patterns of adaptation by teachers to computers in the classroom : a case study

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1988

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Abstract

This research stems from a large scale social survey that was conducted in one urban, and six suburban school districts. A ten item series of Likert-type responses was factor analyzed into three separate factors that will form the dependent variables in three separate causal models. The Likert-type items sought to assess the differences in adaptation by teachers to computers in the classroom. Their factor analysis identified three factors that have been labelled PCTASK, PCUKLOAD, and PCFEAR. These factors dealt with respectively the expansion of tasks associated with adaptation, an increase in teachers workloads, and the amount of apprehension and anxiety that is involved with adaptation to computers in the classroom. As endogenous variables in three path models these factors were statistically tested by multiple regression to examine the effects of: teacher traits, job attitudes, unionization, access to technology, trust in system, school characteristics, and educational reform. These other endogenous and exogenous variables, like the three factors, were a result of items that were part of the social survey based upon a sample of 1060 teachers. Initial and subsequent regression runs led to the discarding of path analysis, as the predictors explained little variance and were highly intercorrelated with one another. Final analysis was done on the models with 0 L S. The data analysis concluded with a commonality analysis. This partitioned the unique and common variance into their individual and confounded attributions to the overall variance of each block of predictors. Social and philosophical considerations of inferences from the data were discussed.

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Keywords

Computer-assisted instruction--Psychological aspects

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