Effects of an Introductory Versus a Content-Specific Computer Course on Computer Anxiety and Stages of Concern

Abstract

This study examined the comparative effects of an introductory computer course versus a content-specific computer course on student educators’ computer anxieties and concerns. Computer anxiety was measured with a modified version of the Spielberger, O’Neill, and Duncan’s (1972) Self-Evaluation Instrument. The Stages of Concern instrument was used to track and compare changes in preservice and inservice teachers’ concerns about computers through the seven stages normally experienced when teachers are introduced to new technology. Both groups reduced their computer anxiety. The introductory class experienced some significant shifts in their Stages of Concern but the content-specific class did not.

Keywords:

• computer anxiety
• computer attitude
• computer literacy