Teacher attitudes toward and concerns about microcomputers in education

The study explores aspects of teacher attitudes toward, and concerns about, microcomputer use in the classroom. The theory is presented in terms of attitude measurement, Stages of Concern about an innovation, and research related to variables which might influence a teacher\u27s use of microcomputers. There were two objectives. First was the development and validation of a scale to measure teacher attitudes toward microcomputer use (Attitude Scale: Teachers and the Computer), and the investigation of the relationship between that instrument and one which measures teacher concerns about microcomputer use (Stages of Concern Questionnaire). Second was the investigation of factors which might influence teacher attitudes towards, and concerns about, microcomputer use in the classroom: namely, sex of teacher, area of specialization, level of training, and experience in the use of microcomputers. The study was conducted in eight postprimary coeducational schools in Melbourne, Australia. The questionnaires were returned by 85% of the 256 teachers surveyed. The primary finding was that the attitude scale correlated significantly with the SoC scale. Teachers with positive attitudes toward microcomputers had moved beyond information to management and impact concerns. Second, the study revealed that male and female teachers showed no difference in attitude toward, or concerns about, microcomputer use. A significant difference was observed between teachers of Math/Science/Commerce and teachers of English/Humanities/Languages/The Arts, the former showing more positive attitudes. However when the results were controlled for level of experience, teachers from the latter departments showed higher levels of concern on management, collaboration, and impact stages. Level of training in microcomputer use had a significant effect on Levels of Concern of teachers about microcomputer use; teachers with no formal training differed significantly from those with some training in microcomputers, but the type of training (tertiary or inservice courses) had no significant effect. As expected, years of experience in microcomputer use was significant for both attitude and SoC scores. The implications of these findings for teacher inservice programs are discussed