THE EFFECTS OF COMPUTER IN-SERVICE TRAINING IN LOGO ON THE ATTITUDES OF ELEMENTARY SCHOOL TEACHERS TOWARD USING COMPUTERS IN THE CLASSROOM.

Persistent Link:
http://hdl.handle.net/10150/187776
Title:
THE EFFECTS OF COMPUTER IN-SERVICE TRAINING IN LOGO ON THE ATTITUDES OF ELEMENTARY SCHOOL TEACHERS TOWARD USING COMPUTERS IN THE CLASSROOM.
Author:
POTTER, THOMAS GENE.
Issue Date:
1984
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
A total of 47 teachers, randomly selected from 1328 elementary school teachers in a Southwestern urban school district, were randomly assigned to two six-hour, introductory computer in-services. Teachers receiving the BASIC in-service and the LOGO in-service were administered an attitude survey after the in-services. The survey was composed of seven demographic questions, 20-items designated to test attitudes toward computers in general and 20-items designed to test attitudes toward computers in the elementary school classroom. Scores were analyzed to determine the effect of the two treatments on attitudes as well as the effect of four demographic variables, regardless of treatment, on teacher's attitudes. There were no significant differences in attitudes of subjects receiving the BASIC in-service and those receiving the LOGO in-service. In addition, the previous computer training, grade level taught, and gender of the subjects, did not appear to affect their attitudes toward computers in general and in elementary school classrooms. One demographic variable, years of teaching experience, did significantly affect the mean scores on the attitude instrument. Those teachers in the study with one to fifteen years of teaching experience demonstrated a significantly more positive attitude toward computers in the elementary school classroom and toward computers in general as compared to those with 16 or more years of teaching experience.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Computer-assisted instruction.; Elementary school teachers -- In-service training.; Elementary school teachers -- Psychology.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Elementary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Horak, Willis

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE EFFECTS OF COMPUTER IN-SERVICE TRAINING IN LOGO ON THE ATTITUDES OF ELEMENTARY SCHOOL TEACHERS TOWARD USING COMPUTERS IN THE CLASSROOM.en_US
dc.creatorPOTTER, THOMAS GENE.en_US
dc.contributor.authorPOTTER, THOMAS GENE.en_US
dc.date.issued1984en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractA total of 47 teachers, randomly selected from 1328 elementary school teachers in a Southwestern urban school district, were randomly assigned to two six-hour, introductory computer in-services. Teachers receiving the BASIC in-service and the LOGO in-service were administered an attitude survey after the in-services. The survey was composed of seven demographic questions, 20-items designated to test attitudes toward computers in general and 20-items designed to test attitudes toward computers in the elementary school classroom. Scores were analyzed to determine the effect of the two treatments on attitudes as well as the effect of four demographic variables, regardless of treatment, on teacher's attitudes. There were no significant differences in attitudes of subjects receiving the BASIC in-service and those receiving the LOGO in-service. In addition, the previous computer training, grade level taught, and gender of the subjects, did not appear to affect their attitudes toward computers in general and in elementary school classrooms. One demographic variable, years of teaching experience, did significantly affect the mean scores on the attitude instrument. Those teachers in the study with one to fifteen years of teaching experience demonstrated a significantly more positive attitude toward computers in the elementary school classroom and toward computers in general as compared to those with 16 or more years of teaching experience.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectComputer-assisted instruction.en_US
dc.subjectElementary school teachers -- In-service training.en_US
dc.subjectElementary school teachers -- Psychology.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHorak, Willisen_US
dc.identifier.proquest8424930en_US
dc.identifier.oclc691359624en_US
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