I och med informationsteknologins snabba framväxt i samhället ställs vi också inför problem som hur vi ska handskas med denna utveckling. Forskning visar att fenomenet datorrädsla kan bero på faktorer som exempelvis erfarenhet, personlighet, attityd eller kön. Syftet med denna studie är dock att undersöka eventuella samband mellan datorrädsla, personlighet samt datorerfarenhet. Nittio studenter vid Högskolan Dalarna agerade undersökningsdeltagare (UD) genom att svara på en enkät bestående av tre delar; bakgrundsfrågor, ett personlighetstest sammansatt av Eysenck Personality Inventory (EPI) samt åtta scenarier, där UD fick skatta sin självupplevda stressnivå i olika situationer. Studien visar att såväl neuroticism som datorerfarenhet skulle kunna predicera datorrädsla. Starkast effekt på den självskattade stressnivån hade dock variabeln kön. Man kan även dra slutsatsen att fenomenet datorrädsla inte är en specifik slags rädsla, utan till viss del hänger samman med andra fobier.

Today when computing technology is developed rapidly, the use of the computer has already been a quite general tool. To explore the determinants of the success in applying computing technology to computer-related work, this study proposed a theoretical model that adopts individual satisfaction as a surrogate for the success of computer learning. Based on social cognitive theory (SCT) and competence-related literature, this study considered computer self-efficacy, computer competence and near-term and long-term consequences as the determinants of individual satisfaction with computer use. The study took the junior high school students at eight school in Fong Shan city, Kaohsiung County, total 14,145 students, and sent out 560 questionnaires. As a result, 506 questionnaires were returned, achieving a return rate of 90.4%. After deducting 16 invalid questionnaires from the total, achieving an effective return rate of 87.5%. The study was processed data by the SPSS-for-window software with statistical method, T-test, One-way ANOVA, Pearson Product-moment Correlation, Structural equation model analysis and so on. The research result show as followings: 1.¡¨Computer self-efficacy¡¨ was the effects of ¡§computer competence¡¨. Computer self-efficacy was a strong and positive antecedent of computer competence. However, between computer self-efficacy and perceived consequences, showed¡¨ computer self-efficacy¡¨ had significant effect on ¡§Near-term consequence¡¨, but had no correlation with ¡§Long-term consequence¡¨. 2. ¡§Computer competence¡¨ had significant differences in perceived consequences (those were ¡§Near-term consequence¡¨ and ¡§Long-term consequence¡¨.). ¡§Computer competence¡¨ also had significant effect on ¡§computer satisfaction¡¨. Therefore, ¡§Computer competence¡¨ affected individual satisfaction with computer use directly and indirectly. 3. Between perceived consequences and ¡§computer satisfaction¡¨, ¡§Near-term consequence¡¨ had significant difference to ¡§computer satisfaction¡¨ , but ¡§Long-term consequence¡¨ had no significant difference. According to research result, some recommendations were suggested for the educational agencies, junior high schools, junior high school teachers and further studies.

The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo / levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo / computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo / gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude / fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo / computer self-efficacy scores were related to sub-scale scores of computer attitude scale.

The purpose of the study was to identify the factors affecting the information and communication technologies. integration in the basic education schools. Mixed Model Research Design was utilized to find out the factors directly affecting integration of ICT integration in schools of K-8. Three different research methods were use sequentially. In the first step, new curricula used for Math, Social Studies and Science and Technology courses were examined to draw the pattern of ICT use defined by these curricula. In the light of the information gained through examination of curricula, 20 teachers were interviewed to understand whether they can put ICT based activities defined by curricula into practice or not. Simultaneously, they also identified common problems preventing them to integrate educational technology in their lessons and possible solutions to have a better ICT and education relationship. The literature and the information gained through first two step of the study suggested computer self-efficacy of teachers is very important factor within the integration of ICT. To assess teachers&#039 / computer self-efficacy, a questionnaire was designed by the researcher and necessary pilot studies were completed to conduct exploratory and confirmatory factor analyses. Final form of the questionnaire was distributed to K-8 schools&#039 / teachers from 12 predefined cities of Turkey according to statistical information provided by EUROSTAT (Statistical Office of European Union). 1025 correctly filled questionnaire forms were returned and the data were analyzed by descriptive and inferential statistics techniques. Result of the study suggested that, Internet is the most vital technology to successfully apply the curricula. Use of Office programs and different educational software also constitute considerable part of the curricula. But teachers indicated that they cannot apply curricular ICT based activities in school setting because of lack of access to technology, literacy, training, time and confidence/self-efficacy. It is also found that, teachers&#039 / age/ and teaching experience negatively contributed to their level of computer self-efficacy when their personal or home computer use was contributing very positively. On the other hand, existing computer training programs were found less effective than expected in terms of ICT integration. Based on these results, some basic improvements and modifications in curricula, training programs, and technology infrastructure of schools were suggested.

Abstract The aim of this study is first to present the current situation in computer self-efficacy, computer anxiety, computer coping strategy and computer literacy in elementary and junior high school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors. The subjects in this study are 452 elementary and junior high school teachers from Taipei city/county and Kaohsiung city/county, including 318 female and 134 male teachers. ¡§Computer literacy scale,¡¨ ¡§computer self-efficacy scale,¡¨ ¡§computer coping strategy scale,¡¨ and ¡§computer anxiety scale¡¨ are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling¡¦s , one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis. The findings can be summarized as follows: 1.In terms of the variables: personal background, factors of gender, age, degree(s) achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high computer anxiety and/or low computer self-efficacy. For example, an experienced female teacher with a B.A. degree in history had little contact with computers leading her to become anxious about computer use and poor on computer self-efficacy. 2.As for performance in computer coping strategy and computer literacy; they are related to teachers¡¦ competence in computer self-efficacy and computer anxiety. Teachers with high computer anxiety tend to show frequent avoidance of computer use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of computers and computer-assisted instruction. 3.The dominance of computer coping strategy and computer literacy over the degree of computer anxiety and computer self-efficacy can be validated with the validity of 60% above. 4.For elementary and junior high school teachers, their computer anxiety, computer self-efficacy, and computer coping strategy are significantly related to their computer literacy. 5.Teachers¡¦ computer self-efficacy, and computer coping strategy in solving problems and seeking support are implications for performance in computer literacy. Based on the conclusion of this study, some suggestions are made for future study: In terms of teachers¡¦ computer competence 1.Familiarity with computers can reduce teachers¡¦ computer anxiety 2.Positive experiences in computer use will enhance teachers¡¦ computer self-efficacy 3.Proper guidance given to teachers aids their computer coping strategy 4.Assistance provided builds teachers¡¦ confidence and application ability in computer-based instruction. 5.Requirements of teachers can be satisfied with related computer conferences and workshops. Regarding future study 1.Scope of subjects can be enlarged. 2.Variables in computer competence and performance can be added. 3.Tools of analysis can be improved. 4.Quantity and quality of the methodology should carry the same weight.

Abstract By taking the advantages of the Internet technology, the online bookstores developed personalized services, such as providing information for making transaction decision which lowers the consuming cost, fastens the customer loyalty, and creates competitiveness. The purpose of setting up the service mechanism is to win back the consumer. Therefore, understood the customer¡¦s usage intention on the personalized services would benefit the online bookstores to build up their personalized service mechanism and to improve the practical values of the personalized services. ¡@¡@Utilizing Transaction Cost Theory as the extended viewpoint of Technology Acceptance Model, this thesis not only analyzed if the online bookstore¡¦s personalized services impact the consumer¡¦s transactional cost, but also investigated if the benefits arisen from the personalized services vary by other factors. By means of the analysis of the transaction cost and the investigation of the consumer¡¦s useful recognition, the usage intention of the online bookstore¡¦s personalized services can be reasoned out. In this thesis, the acceptability of the online bookstore¡¦s personalized services is realized, the possible factors that could affect the consumer¡¦s usage intention are discussed. The major findings are: the benefits of transaction cost arisen from personalized services were affected by the transactional frequency. More transactional activities, more benefits arisen from the personalized services were observed. Consumers believe that the personalized services provided by online bookstores can lower their transactional cost while their subjectiveness and need are being cared. In addition, different levels of consumer¡¦s useful recognition were obtained while the personal feelings or realizations vary with the contents of the personalized services. According to the findings, the online bookstore¡¦s personalized services are highly recognizable by consumers, especially at the fields of ¡§Purchase & Process Feedback Service¡¨ (PPFS) and ¡§One-by-one Customer Service¡¨ (OCS). The useful recognition for ¡§E-papers Service¡¨ is also sound but relatively lower than that of the others. Referring to the Technology Acceptance Model, the findings show that consumers are highly intentioned to use the online bookstore¡¦s personalized services.

Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers' technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura's social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers' perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace.

By the year 2020, it is projected that 30% of the United States population will be comprised of people age 65 and older (Administration on Aging, 2004). Individuals over age 65 will continue to constitute a larger proportion of the total population because people are living longer and healthier lives. With older adults living longer, this senior population leads very active lives and often has great interest in modern technology such as the Internet (Nielsen, 2002). Given the use of computers in the workplace and homes and the increase in the number of older adults in the next 20 years, the use of computers by older adults is a significant issue that should be addressed (Czaja, 1996). Computer tasks involve cognitive skills that may be challenging for older adults. Most of the literature suggests that cognitive skills decline as individuals age (Baddeley, 1981; Foos, 1989; Salthouse, 1996; Welford, 1985). Decrements in working memory could place older adults at a disadvantage when performing computer-interactive tasks. To increase the success of older workers' performance with computer technology, web-based training programs designed to accommodate age-related cognitive declines may be an effective avenue to deliver computer training to younger and older adults. The objectives of this study were to explore computer self-efficacy differences between younger adults (18-24 years old) and older adults (65 and older) and to determine if the design of a web-based training system affects individual performance when completing a computer task. Four hypotheses were tested in this study: older adult-centered web-based training program would yield better performance for both younger and older adults; older adults would have lower computer self-efficacy than younger adults; participants with higher computer self-efficacy would perform better on a computer task; and participants with higher usability ratings would perform better on the computer task. Results of the study did not directly support any of the hypotheses. However, age-related differences were evident in training time, task completion time, performance score, and usability ratings. The older adult participants had longer training and task completion times, lower performance scores, and higher usability ratings. Results were discussed in terms of limitations and implications of older-adult centered training programs. / Master of Science

The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.

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