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T h e M e a s u r e m e n t o f A t t it u d e s T h e M e a s u r e m e n t o f A t t it u d e s T o w a r d P e r s o n a l U s e a n d S c h o o l T o w a r d P e r s o n a l U s e a n d S c h o o l

U s e o f C o m p u t e r s A m o n g E g y p t ia n U s e o f C o m p u t e r s A m o n g E g y p t ia n Te a c h e r sTe a c h e r s

عـلء صـادقعـلء صـادق. . ددكلية التربية- مدرس تكنولوجيا التعليم

بقنـاجامعة جنوب الوادي

E-mail: alaasadik@hotmail.com Web page: www.freewebs.com/alaasadik

اتجاهاتاتجاهاتالمعلمينالمعلمين

المصريين نحوالمصريين نحوالستخدامالستخدامالشخصي والشخصي و

ممااددخختتسسللااالمدرسيالمدرسيللكمبيوتر للكمبيوتر

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P u r p o s e s o f t h e s t u d yP u r p o s e s o f t h e s t u d y

• To describe Egyptian teachers’ attitudes toward personal and school use of computers.

• To examine the relationships between Egyptian teachers’ personal and school use of computers and attitudinal and non-attitudinal factors that supposed to affect these attitudes and uses.

• To develop and validate Arabic versions of two attitude scales: attitudes toward the personal use of computers and attitudes toward the school use of computers.

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Im p o r t a n c e o f t h e s t u d yIm p o r t a n c e o f t h e s t u d y

• It allows to establish comparability with many studies in different cultures and languages.

• It may benefit educational authorities and institutions that educate teachers by suggesting factors that may impact their attitudes and successful use of computers in schools.

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Im p o r t a n c e o f t h e s t u d yIm p o r t a n c e o f t h e s t u d y

Developing Competent Performance(Sneed, 2003)

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M e t h o dM e t h o d

S a m p leS a m p leThe study sample comprised 443 teachers

• 181 male • 262 female

Delimitation: The sample was limited to teachers from Aswan, Qena, Sohag and Assiut governorates

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M e t h o dM e t h o d

In s t r u m e n t sIn s t r u m e n t sTwo instruments are used in this study to collect data about teachers’ demographics, computer use, experience and attitudes.

• Attitudes Toward Personal Use of Computers (Loyd and Gressard, 1984)

• Attitudes Toward the Use of Computers in Schooling(Troutman, 1991)

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A t t it u d e s T o w a r d P e r s o n a l U s e A t t it u d e s T o w a r d P e r s o n a l U s e o f C o m p u t e r s ( A T P U C )o f C o m p u t e r s ( A T P U C )

■ Selection of items◆ The initial version of the scale (40

items) was presented to a sample of 346 teachers.

◆ Exploratory factor analysis, principle component analysis with varimax rotation, was performed on the 40 items.

◆ The original 40 items were reduced to 28 items with four independent constructs.

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A t t it u d e s T o w a r d P e r s o n a l U s e A t t it u d e s T o w a r d P e r s o n a l U s e o f C o m p u t e r s ( A T P U C )o f C o m p u t e r s ( A T P U C )

■ Factors◆ anxiety

✦ Working with a computer would make me very nervous .

◆ confidence✦ I am sure I could learn a computer

language.

◆ liking✦ I would like working with computers.

◆ usefulness✦ I will use computers many ways in my

life.

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A t t it u d e s T o w a r d P e r s o n a l U s e A t t it u d e s T o w a r d P e r s o n a l U s e o f C o m p u t e r s ( A T P U C )o f C o m p u t e r s ( A T P U C )

■ Reliability and validity◆ The factor loading range between:

✦ 0.41 and 0.69 on anxiety sub-scale✦ 0.45 and 0.57 on confidence sub-scale✦ 0.43 and 0.76 on liking sub-scale✦ 0.40 and 0.74 on usefulness sub-scale

◆ Cronbach's coefficients alpha are: ✦ 0.77 for anxiety sub-scale✦ 0.66 for confidence sub-scale✦ 0.68 for liking sub-scale✦ 0.40 for usefulness sub-scale

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A t t it u d e s T o w a r d P e r s o n a l U s e A t t it u d e s T o w a r d P e r s o n a l U s e o f C o m p u t e r s ( A T P U C )o f C o m p u t e r s ( A T P U C )

■ Reliability and validity◆ The item rest of scale correlation

coefficients range between: ✦ 0.29 and 0.56 on computer anxiety,✦ 0.32 and 0.49 on computer confidence,✦ 0.30 and 0.56 on computer liking, and

✦ 0.26 and 42 on computer usefulness.

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A t t it u d e s T o w a r d P e r s o n a l U s e A t t it u d e s T o w a r d P e r s o n a l U s e o f C o m p u t e r s ( A T P U C )o f C o m p u t e r s ( A T P U C )

■ Inter-correlation matrix of four sub-scales

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A t t it u d e s T o w a r d t h e U s e o f A t t it u d e s T o w a r d t h e U s e o f C o m p u t e r s in S c h o o lin g ( A T U C S )C o m p u t e r s in S c h o o lin g ( A T U C S )

■ Selection of items

■ Reliability and validity

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Results

Perceived computer experience

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Results

Frequency of personal computer use

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Results

Computer use for personal purposes

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Results

Frequency of computer use in schooling

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Teachers' attitudes toward personal use of computers

• Overall, teachers have positive attitudes toward computer use (4.08).

• Teachers appreciate the usefulness of the computer, have a strong ability to use computers and are not anxious about the computers.

• Teachers might not enjoy using and learning about computers.

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Gender, ownership of a home computer, computer experience and computer attitudes

• Male teachers have statistically higher computer experience.

• Male teachers express statistically more positive attitudes toward computer on the four sub-scales.

• Ownership of a home computer was not significantly associated with their attitudes toward computer.

• Computer experience affected teachers’ computer attitudes.

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Teachers' attitudes toward school use of computers

• Teachers have high scores in the attitude scale and its three sub-scales.

• Teachers feel quite confident about using and learning to use the computer and enjoying working with it.

• Teachers scored lowest on the importance sub-scale. They might not appreciate the usefulness of computer use in schools when compared to other approaches.

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The relationship between attitudes toward personal use and school use of computers

There is a significant relationship between attitudes toward personal use and school use of computers. Teachers who have positive attitudes toward their personal use of computers, also feel positive toward the use of computers in schools.

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Computer use, computer training, years of teaching experience and attitudes toward school use of computers

• Teachers who have higher scores on the importance and confidence sub-scales tended to use the computer at school more frequently and in many ways.

• Trained teachers express statistically more positive attitudes toward the importance of school use of the computer and are higher confidence than non-trained teachers.

• Teachers who have long teaching experiences are more likely to appreciate the importance of the computer and feel confident use it more than others.

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Discussion and ConclusionThank you

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