Showing papers by "Timothy Teo published in 2007"
TL;DR: It is demonstrated that social norm and facilitating conditions are potential variables that may be used to extend the technology acceptance model framework for research on computer attitudes, and were significant determinants of pre-service computer attitudes.
Abstract: Computers are increasingly widespread, influencing many aspects of our social and work lives. As we move into a technology-based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre-service teachers’ attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as external variables. Results shows that perceived usefulness, perceived ease of use and subjective norm were significant determinants of pre-service computer attitudes. Facilitating conditions did not influence computer attitude directly but through perceived ease of use. These findings demonstrate that social norm and facilitating conditions are potential variables that may be used to extend the TAM for research on computer attitudes.
524 citations
TL;DR: No significant differences in computer attitudes by gender were found although male students reported more positive attitudes towards computers than female students, and Implications for educators include managing the perceptions of students that the computers are useful for learning purposes, in addition to using them for leisure and entertainment.
Abstract: A sample of 138 students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales: Computer Importance, Computer Enjoyment, and Computer Anxiety. An overall positive attitude towards computers was found. Multivariate analysis of variance revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards computers than female students. Implications for educators include managing the perceptions of students that the computers are useful for learning purposes, in addition to using them for leisure and entertainment.
22 citations
TL;DR: CE is expected to correlate positively with positive attitudes towards computers as it is likely that an enjoyable activity would be repeated, and students who experience a high level of CA have been found to avoid computers or general areas where computers are found.
Abstract: Over the years, the use of computer has become an integral part of education and its impact on teaching and learning is widely accepted (Mitra et al, 2000). The successful integration of computers in educational environments depends, to a great extent, on students’ attitudes towards them (Palaigeorgiou, Siozos, Konstantakis & Tsoukalas, 2005). Computer attitude has been defined as a person's general evaluation or feeling of favour or antipathy towards computer technologies and specific computer‐related activities (Smith, Caputi & Rawstone, 2000). Of the various variables associated with computer attitude, Woodrow (1991) suggested: (1) computer importance (CI) (perceived usefulness); (2) computer enjoyment (CE) (liking); and (3) computer anxiety (CA) (student's confidence in using the computer).
CI refers to the degree to which computer is perceived to be needed for present and future work and computer liking has been described as how much a user enjoys or like working with computers (Al‐Khaldi & Al‐Jabri, 1998). As such, CE is expected to correlate positively with positive attitudes towards computers as it is likely that an enjoyable activity would be repeated. CA refers to negative emotions in cognitive states evoked in actual or imaginary interaction with computer‐related technology, and students who experience a high level of CA have been found to avoid computers or general areas where computers are found, to be extremely cautious with computers, and to possess negative feelings about computers and shorten the necessary use of computers (Gaudron & Vignoli, 2002).
13 citations
01 Dec 2007
TL;DR: Lee et al. as mentioned in this paper presented the findings from a curriculum review which evaluated 483 pre-service teachers' overall satisfaction level towards an ICT-based Student-Centred Learning (SCL) course.
Abstract: As technology continues to influence many aspects of our social and work lives, it is important that school experiences equip students the skills and knowledge that will enable them to develop into effective independent, creative, and lifelong learners to cope with the influx of changes. Given that teachers play a key role in the effective use of technology in education, there is a need to ensure that teacher education programs prepare teachers for the effective integration of ICT in the classrooms. We believe that there is a need to adopt a student-centered learning framework to design our ICT based Student-Centred Learning (SCL) curriculum for all pre-service teachers. In this paper, we presents parts of the findings from a curriculum review which evaluated 483 pre-service teachers' overall satisfaction level towards an ICT based SCL course. We also provide some recommendations to the ICT curriculum based on the results found. © 2007 Chwee Beng Lee, Timothy Teo, Ching Sing Chai, Doris Choy, Ashley Tan and Jimmy Seah.
12 citations