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|Title:||The impact of computers on teachers : a general computer attitude study of some teachers in Singapore||Authors:||Rahmat Hassan||Keywords:||DRNTU::Social sciences::Education::Educational technology::Computer assisted instruction||Issue Date:||1998||Abstract:||Under the Singapore Information Technology (IT) Masterplan, the Ministry of Education has scheduled a series of compulsory IT training for teachers with the purpose of equipping them with the necessary computer skills and knowledge so that they will be able to integrate IT into their classroom teaching. Schools are equipped with overwhelming number of computer hardware and software, ready to be used by teachers and pupils. This study takes advantage of this current setup to look into the general computer attitude of practicing teachers in Singapore. A survey questionnaire consisting of 20 items adapted from existing computer attitude scales was administered to 173 teachers in three different school levels. Four dimensions were chosen: computer anxiety, computer in-attitude toward learning and using computers, computer in-confidence and computer future in-perception (in-vision). The general computer attitude of teachers in Singapore was found to be positive. There were no gender differences found. Some older teachers were found to be more anxious than some younger ones. Teachers with prior computer experience were more positive toward computers. Computer ownership complemented the availability of computers in school in ensuring accessibility to the technology which provided for the necessary amount of exposure to teachers. On the other hand, teachers with some computer training were less positive than those with no training and those who were fully trained in using computers. All teachers perceived that computers would dominate the school in the future and that there was a need to acquire computer skills in order to stay relevant in the profession.||URI:||http://hdl.handle.net/10356/14120||Fulltext Permission:||restricted||Fulltext Availability:||With Fulltext|
|Appears in Collections:||NIE Theses|
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