This study was undertaken to analyze the opinions of
elementary school teachers in Korea about actual and desired
levels of computer education and the sources of computer
anxiety, with the object of developing guidelines for
a teacher training program. A survey instrument was developed
and tested to provide basic sample demographic data,
tabulation of opinions on computer competencies, as well as
an analysis of three variables of anxiety: 1) use of computers
as educational tools, 2) lack of personal ability,
and 3) lack of computer knowledge. The instrument was administered
to a sample composed of 421 teachers, parents,
or computer experts, and three analyses of variance procedures
were performed to analyze the sources of computer
anxiety.
Analysis of the data revealed the following: 1) most
of the teachers sampled had little experience with computers
or computer applications; 2) older teachers or those
with little experience reflected the highest degrees of
computer anxiety; 3) training programs should focus on computers
as instructional tools; 4) computer language training
should be addressed on a broad level; 5) development of
a broadly focused training program, ranging from basic instruction
in computer capabilities to advanced programming
skills; and 6) there is a need for support and commitment
to computer education by educational administrators.
A model for the development of guidelines for computer
training programs was proposed, based upon the assumption
that computer literacy cannot be equated with computer science.
Based upon objectives derived from an analysis of
the nature of Korean society, learners, and the state of
their knowledge, the following program goals were suggested:
1) instructors should be made aware of computer capabilities
and limitations; 2) classify the scope and sequence
of programs to reduce computer anxiety in accordance
with existing skill levels and levels of needs among teachers;
3) encourage a teacher-centered approach based upon
voluntary participation; 4) select knowledgeable training
personnel with communicative skills; 5) encourage small
group training to enable collaborative learning; 6) extensive
use of hands-on methods, with adequate hardware and
software resources; 7) training periods of a length to assure
provision of practical classroom skills; 8) provision
of incentives; 10) focus upon the integration of computers
into the instructional process. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37243 |
| Date | 30 April 1992 |
| Creators | Kwon, Soon-chang |
| Contributors | Evans, Thomas P. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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