Relationships between Computer Self-Efficacy, Technology, Attitudes and Anxiety: Development of the Computer Technology Use Scale (CTUS)

2008 ◽  
Vol 39 (1) ◽  
pp. 51-73 ◽  
Author(s):  
Agatha M. Conrad ◽  
Don Munro
Keyword(s):  
Computer Technology ◽  
Technology Use ◽  
Self Efficacy ◽  
Technology Attitudes ◽  
Computer Self Efficacy

scholarly journals Preservice teachers’ preparedness to integrate computer technology into the curriculum

2008 ◽  
Vol 33 (3) ◽  
Author(s):  
Jelena Magliaro ◽  
Anthony N. Ezeife
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Computer Technology ◽  
Technology Use ◽  
Self Efficacy ◽  
Teaching Style ◽  
Computer User ◽  
Digital World ◽  
Futurs Enseignants ◽  
Computer Self Efficacy

For Canada to compete effectively in the digital world, beginning teachers need to play an important role in integrating computer technology into the curriculum. Equipment and connectivity do not guarantee successful or productive use of computers in the classroom, but the combination of the teaching style and technology use has the potential to change education. In this research, the computer self-efficacy beliefs of 210 preservice teachers after their first practice teaching placements were examined. First, the quantitative component of the study involved the use of Computer User Self-Efficacy (CUSE) scale where students’ previous undergraduate degree, licensure area, experience and familiarity with software packages were found to have statistically significant effects on computer self-efficacy. Second, the qualitative data indicated that society and school were the most positive factors that influenced preservice teachers’ attitudes towards computers, while the family had the highest percentage of negative influence. Findings reveal that although preservice teachers had completed only two months of the program, those with higher CUSE scores were more ready to integrate computers into their lessons than those with lower scores. Résumé: Pour que le Canada puisse entrer en compétition dans le monde numérique, les nouveaux enseignants devront jouer un rôle important d’intégration des technologies informatiques dans le curriculum. Les équipements et la connectivité ne garantissent pas une utilisation gagnante ou productive de l’ordinateur en salle de classe, mais la combinaison de styles d’enseignement et d’usages de la technologie a le potentiel de changer l’éducation. Dans cette étude, les croyances d’auto-efficacité à l’ordinateur de 210 futurs enseignants après leur première affectation ont été examinées. Premièrement, la partie quantitative de l’étude impliquait l’utilisation de l’échelle du Computer User Self-efficacy (CUSE) qui a montré un effet statistiquement significatif des études de premier cycle des étudiants, du domaine dans lequel ils sont certifiés pour pratiquer, de l’expérience et de la familiarité avec des logiciels sur l’auto-efficacité avec les ordinateurs. Deuxièmement, les données qualitatives indiquent que la société et l’école sont les facteurs les plus positifs qui influencent l’attitude des futurs enseignants par rapport aux ordinateurs, alors que la famille a l’influence négative la plus forte. Les résultats ont montré que malgré le fait que les futurs enseignants n’avaient complété que deux mois de leur programme, ceux qui présentaient un score CUSE élevé étaient plus enclins à intégrer les ordinateurs dans leurs leçons que ceux qui avaient obtenu un score plus faible.

scholarly journals Toward Digital Citizenship: Examining Factors Affecting Participation and Involvement in the Internet Society among Higher Education Students

2015 ◽  
Vol 8 (12) ◽  
pp. 203 ◽  
Author(s):  
Abdulrahman Al-Zahrani
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Self Efficacy ◽  
The Internet ◽  
Digital Citizenship ◽  
Computer Experience ◽  
Education Students ◽  
Factors Affecting ◽  
Daily Average ◽  
Computer Self Efficacy

<p class="apa">The current study aims to understand digital citizenship, based on the assumptions of Ribble (2014), by examining factors affecting participation and involvement in the Internet virtual societies among higher education students. A quantitative approach using a survey questionnaire was implemented. The participants were 174 students from the Faculty of Education at King Abdulaziz University in Saudi Arabia. The descriptive statistics show that the students generally have good levels of perceived Internet attitude, computer self-efficacy, and digital citizenship, especially in terms of respecting oneself and others online. The factors affecting digital citizenship are computer experience, daily average technology use, students’ attitudes toward the Internet, and computer self-efficacy. Students with higher levels of computer experience are more involved in activities related to educating oneself and connecting with others online compared with students with less experience. Further, students with higher levels of daily average technology use tend to protect themselves and others online more compared with students with lower levels of technology use. Moreover, higher levels of students’ Internet attitude and computer self-efficacy are associated with higher levels of respect for oneself and others, of educating oneself and others, and of total digital citizenship. Based on the current study findings, appropriate recommendations are proposed in terms of policy and practice.</p>

scholarly journals Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Chen Zhao ◽  
Lei Zhao
Keyword(s):  
Technology Adoption ◽  
Technology Acceptance ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Teaching ◽  
Digital Natives ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Chinese Government ◽  
Computer Self Efficacy

Technology acceptance and usage become obligatory for people when their work modes change as a result of an unexpected but irresistible force. This is especially true for teachers who are reluctant technology adopters compared with their students. During the COVID-19 pandemic, the Chinese government issued national policies to enforce online teaching and learning. As the success of online teaching largely depends on university faculties' readiness and intentions, how they perceive and practice technology adoption becomes an issue that warrants in-depth research. Unlike their students who grow up with technology and can be seen as digital natives, university faculties may lack competence in using technology, whether to teach or do other tasks. Previous studies on faculties' technology adoption were all conducted in situations where they made volitional decisions to use technology, but their mandatory technology use received scant attention. In addition, although studies suggested that teachers demonstrated features of digital natives, it remains unknown whether or to what extent their digital nativity correlates with technology intentions. To address these research gaps, the current study examined Chinese university faculties' intentions to use technology for online teaching by incorporating digital nativity and computer self-efficacy as key determinants into technology acceptance variables. Results suggested that digital nativity was a key factor that affected university faculties' online teaching, as evidenced by the fact that 67% of the variance could be explained by perceived usefulness, attitudes and digital nativity. In addition, it was also found that computer efficacy significantly influenced perceived ease of use.

scholarly journals STUDENT PERCEPTIONS OF AN ONLINE MATHEMATICS CURRICULUM DESIGNED FOR STUDENTS WITH LEARNING DIFFICULTIES

2016 ◽  
Vol 2 (6) ◽  
pp. 108 ◽  
Author(s):  
Kristina Higgins ◽  
Lindy Crawford ◽  
Silvestri Silvestri
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Technology Use ◽  
Self Efficacy ◽  
Mathematics Curriculum ◽  
Learning Difficulties ◽  
Support Tools ◽  
Electronic Support ◽  
Online Mathematics ◽  
Computer Self Efficacy

Paper presents research on the perception of technology use including dimensions of computer self-efficacy, motivation, and independence of use of electronic support tools of students with learning difficulties in the context of an online mathematics curriculum. While all students showed improvement over the course of the program, some students showed more success with technology-based learning than others. Students with stronger academic profiles when beginning the curriculum were more likely to have higher levels of computer self-efficacy. The themes that emerged from the current study reflect motivation and fun, efficiency, and a diversity of learning strategies and support tools available. The themes of motivation and independence are also reflected in electronic support tool use. This indicates that students with different motivating or independently themed factors use the program in different ways by tailoring the electronic support tools to their individual needs.

scholarly journals Enhancing computer self-efficacy and attitudes in multi-ethnic older adults: a randomised controlled study

2011 ◽  
Vol 31 (6) ◽  
pp. 911-933 ◽  
Author(s):  
LUCIANA LAGANÁ ◽  
TAYLOR OLIVER ◽  
ANDREW AINSWORTH ◽  
MARC EDWARDS
Keyword(s):  
Older Adults ◽  
Computer Technology ◽  
Self Efficacy ◽  
Training Programme ◽  
Controlled Study ◽  
Older Individuals ◽  
Post Test ◽  
Technology Attitudes ◽  
Randomised Controlled ◽  
Training Programmes

ABSTRACTSeveral studies have documented the health-related benefits of older adults' use of computer technology, but before they can be realised, older individuals must be positively inclined and confident in their ability to engage in computer-based environments. To facilitate the assessment of computer technology attitudes, one aim of the longitudinal study reported in this article was to test and refine a new 22-item measure of computer technology attitudes designed specifically for older adults, as none such were available. Another aim was to replicate, on a much larger scale, the successful findings of a preliminary study that tested a computer technology training programme for older adults. Ninety-six older men and women, mainly from non-European-American backgrounds, were randomly assigned to the waitlist/control or the experimental group. The same six-week, one-on-one training was administered to the control subjects at the completion of their post-test. The revised (17-item) version of the Older Adults' Computer Technology Attitudes Scale (OACTAS) showed strong reliability: the results of a factor analysis were robust, and two analyses of covariance demonstrated that the training programme induced significant changes in attitudes and self-efficacy. Such results encourage the recruitment of older persons into training programmes aimed at increasing computer technology attitudes and self-efficacy.

Computer Technology Use and Attitudes Among Older Adults

2013 ◽  
Author(s):  
Virginia Wadley ◽  
Rachel Benz ◽  
Martha Frankel ◽  
David Ball ◽  
Daniel Roenker
Keyword(s):  
Older Adults ◽  
Computer Technology ◽  
Technology Use

Modified Computer Self Efficacy Scale

2000 ◽  
Author(s):  
A. Durndell ◽  
Zsolt Haag ◽  
Heather Laithwaite
Keyword(s):  
Self Efficacy ◽  
Computer Self Efficacy
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