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.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, & Workforce Development. / Title from title screen. Includes bibliographical references.

Research indicates that positive attitudes toward information and communication technology, coupled with a high perceived level of self-efficacy, greatly assist teachers as they strive to integrate technology into their curricula. Therefore, the purpose of the study was to investigate the attitudes and perceived levels of self-efficacy as they pertain to information and communication technology (ICT) of career and technical educators at high schools in Mississippi in an effort to better understand one part of the fabric that makes up the educational mosaic in Mississippi. Participants for this study included career and technical educators teaching in one of three disciplines: 1) Agriculture, 2) Allied Health, or 3) Business and Technology. The instrument used for this study was the Information and Communication Technology Attitude and Self-Efficacy Survey (ICTASES). The researcher collected information pertaining to the educators’ attitudes and self-efficacy toward formation and communication technology, as well as participant demographics. The results of the study indicated that the attitudes of Mississippi career and technical educators toward ICT were positive, while their perceived levels self-efficacy toward ICT was high. The educators in each of the three disciplines demonstrated positive attitudes and high perceived levels of self-efficacy toward ICT despite significant differences between the disciplines. Business and Technology educators demonstrated attitudes and perceived levels of self-efficacy toward ICT that were significantly more positive, and higher, respectively, than those educators teaching Agriculture or Allied Health. Additionally, the study found that that the more advanced a degree the educator held, the greater the likelihood that he/she exhibited a more positive attitude and a greater level of perceived self-efficacy toward ICT. Those educators possessing a bachelor or master’s degree possessed attitudes and perceived levels of self-efficacy toward ICT that were significantly more than those educators possessing an associate’s degree. Finally, the attitudes of the educators toward ICT were found to be positively correlated with the educators’ perceived self-efficacy toward ICT. This result indicates that as the level of self-efficacy of the career and technical educators increases so does the likelihood that the positivity of their attitude will increase.

No description available.

The aim of the research was to investigate how South Africa Further Education and Training learners acquire, recall, process and present information in a digitally enabled environment. To determine how a changing society and technology have influenced the way learners interact with information in an educational environment, recent changes in society and their influences on young people were examined as well as the traits of the generations with respect to character, family life, the future, peers and technology. This revealed that learners today need · material in visual format; · to find or create their own learning content; · fast access to learning material; and · learning material with long-term career value. It was also apparent that they are motivated by technology used in information transfer, are active learners and regard learning as a social activity. The methodology of case study action research was used. Note was taken of measures to ensure reliability and validity and applied to this research to ensure that the findings are valid and reliable as well as generalisable in South Africa beyond the confines of Pinelands High School (PHS). Two case studies observing the learners at PHS were undertaken:- creating web sites for the ThinkQuest web design competition and a building a web-based CV. The learners were heterogeneous and displayed a range of skills, ages, academic abilities and prior experiences. Many different management formats were employed, such as learning at a distance, in a contact environment, with examples and specific or open-ended instructions as well as different forms of motivation, time for the work in hand, etc. The major findings of the research were the influence of peers and importance of external motivation in the form of grades on the learners’ cognitive, affective and physical learning activities in the computer laboratory. Secondary findings indicated the importance of content, examples, instructions, time, mental state, classroom ecology, contact environment and software in the way learners acquired, recalled, processed and presented information. The research concluded with a set of actions that should be taken to ensure successful interaction with information in a digitally enabled environment. / Dissertation (PhD (Computer Assisted Education))--University of Pretoria, 2004. / Curriculum Studies / unrestricted

It’s well known that the contemporary rapid development of technology has created a digital divide between those who adopt and use the emerging digital services, and those who don’t. The ones who fail to adapt to the new digital society, is at great risk of being completely excluded from it, which strips away both social, health related and economical opportunities. These people are often seniors, and multiple factors weigh in on their non-participation. One of the more common factors are technology relates stress, and in extension, computer anxiety. While there exists literature on how to reduce computer anxiety, it’s often linked to physical training courses that the user can sign up for. The purpose of this study is to explore a completely digital solution, based upon the loose principles identified by Dos Santos and Santana (2018). This is done through the creation and evaluation of a senior-oriented website, that offers the user daily exercises in basic computer management, knowledge, and safety, with the goal of reducing computer anxiety. The results show both that the principles indeed can be used as design guidelines, and that my design has potential, although some adjustments have to be made.

Many older adults (aged 55 and older) need training to acquire computer knowledge and skills. Using computers and the Internet could provide access to vital resources for improving older adults' health and maintaining their connections with family and society. This study examined 2 psychological constructs--computer anxiety and computer self-efficacy--that have been shown to impact a person's successful use of computers and related technology. Guided by Bandura's self-efficacy theory, which emphasizes the importance of adult learners being motivated and taking charge of their learning, this study examined the impact of a computer knowledge and skills workshop on older adults' computer anxiety and computer self-efficacy. A concurrent, mixed-methods design was used to collect and analyze survey data and interview transcripts from a convenience sample of African American older adults (N = 11). Mobile technology (i.e., tablet PCs and portable hotspots) was used to access the Internet and e-mail. Data analyses included thematic coding of the interview notes and descriptive statistics to present the survey results. The themes that emerged from the interview data were learning opportunities, positive attitudes, and user-friendly tools and equipment for reducing computer anxiety and constructive attitude changes and learning environments for improving computer self-efficacy. The descriptive statistics indicated favorable changes for computer anxiety with scores averaging a decrease of -26.5% and computer self-efficacy with scores averaging an increase of 62.1%. This study illustrated the feasibility of a low-cost approach for establishing a mobile computer laboratory to help older persons become proficient in their use of computers, the Internet, and related technology.

No description available.

本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support