Differences in Computer Use of Practicing Versus Preservice Teachers

Abstract

This study compared levels of computer use by practicing teachers with expected levels of use by preservice teachers. The variables related to computer use were also measured. The levels of computer use of practicing (N = 170) and preservice (N = 167) elementary school teachers were first classified. The predictiveness of several personal variables to the use of available computers for teaching was then examined. Participants completed questionnaires that assessed level of computer use, self-competence in the use of computers, perceived relevance of computers to teaching, teacher locus of control, and innovativeness. Data on age, gender, and years of computer experience were also collected. Chi-square and logistic regression procedures were used to analyze the differences between the groups’ levels of use and relationships between teacher characteristics and computer use, respectively. About half of the practicing teachers reported not using computers for teaching. Almost all of the preservice teachers expected to use computers for teaching. Self-competence and innovativeness contributed to predicting practicing teachers’ computer use, while perceived relevance contributed to preservice teachers’ expected computer use. Correlation analysis indicated that self-competence and perceived relevance were highly related for both groups. The results suggest that these variables need to be considered when planning training intervention or differential staffing for reconciling teachers and their computer use. They also suggest the need to study the transition from undergraduate training to professional practice.

Keywords:

• attitudes
• computer utilization
• technological change