Pre - service Teachers’ Perceptions of Their Computer Self-Efficacy Assist. Prof. Dr. Süleyman...

Pre-service Teachers’ Perceptions of Their

Computer Self-Efficacy

Assist. Prof. Dr. Süleyman Sadi SEFEROGLU Hacettepe University Faculty of Education

Department of Computer Education and Instructional TechnologyAnkara, 06800, TURKEY

e-Mail: sadi_at_hacettepe.edu.trWeb: http://yunus.hacettepe.edu.tr/~sadi/

eLearningAP 2007The Fourth International Conference on eLearning for Knowledge-Based Society

November 18-19, 2007, Bangkok Thailand

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov. 18-19, 2007, Bangkok Thailand 2

Content

Introduction Purpose of the study Method

Study group Data collection instrument Data analysis

Findings Conclusion


Introduction

The role of computers in society Information technologies (IT) and its enormous

effects on the way information is shared Definition of computer literacy The role and responsibilities of the schools The qualities of teachers


Introduction (2)

The diffusion of technology and teaching-learning processes

How can we use IT to be productive Teachers position in using information

technologies effectively


Introduction (3) Teachers’ technological competencies

Literature frequently points the followings on the relative advantages of IT

• Accessing richer content much more easily, and in much shorter time,

• Better communication• Individualization• Easiness in evaluation• Fruitful professional interaction

It is believed that prospective teachers’ self-efficacy in relation to computer use has roles on competencies about IT use.


Introduction (4) What research says:

In order for people to use computers successfully, • they need to have self-confidence.

If they don’t feel comfortable in using computer as a tool,

• they can’t be successful in their teaching. It is important that people who will use IT have self-

confidence. Some studies have identified lack of confidence for

teaching with computers as a factor influencing the levels of use of computers by student and teachers.

Introduction (5) Perceived self-efficacy

one of the important variables of the Social Cognitive Theory

It is commonly defined as people’s beliefs about their

capabilities to produce designated levels of performance that exercise influence over events that affect their lives (Bandura, 1997; Cassidy & Eachus, 1995).

Self-efficacy beliefs determine how people feel, think, motivate themselves and behave.



Introduction (6) Computer self-efficacy, people's beliefs about

their capabilities to use computers, is considered an adaptation of self-efficacy.

Individuals with high self-efficacy approach difficult tasks as challenges to be mastered rather than as threats to be avoided.

With this respect self-efficacy perception is an important human characteristic that should be studied in educational settings.


Introduction (7) Perceived computer self-efficacy of teachers will

have influence both on learning experiences created for students and on students’ perception of their own self-efficacy.

Because of their roles as guides, teachers should feel secure regarding computer usage.

Research on computer self-efficacy shows that people with high computer self-efficacy are eager to attend computer related activities and have higher expectations.


Introduction (8)

Self-efficacy beliefs have been shown to influence behavior in a wide variety of contexts.

This presentation is primarily concerned with self-efficacy in the context of computer use.

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Method


Method: Purpose of the Study

The aim of this study was to examine the perceptions of prospective teachers in

the faculty of education regarding their self-efficacy in relation to

• computer use, • their field of study, and • the computer programs they use.

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Method: Data Collection Instrument

Data collection was done through a survey questionnaire developed by the

researcher and the “Computer Self Efficacy” scale

developed by Aşkar and Umay (2001). The 17-item Likert-type scale’s validity

coefficient is 0.70.


Method: Study Group

The study group consisted of 54 students at a university, in Ankara, Turkey.


Method: Study Group

70% of the participants is male and 30% is female.


Method: Data Analysis The “Computer Self Efficacy” scale has 17 items.

Participants were asked to report their opinions on a 5 point Likert scale “never, occasionally, sometimes, mostly, always”.

In analyzing the results, “never” is rated as 1 while “always” is rated as 5.

The answers given to the negative statements were reversed.

Averages 3.5 and above were considered as high while averages 2.5 and below were considered low

Findings

Results (1)


Access to computers and the Internet %

have their own computers in their homes or dormitories 76%

have access to computers only at college 9%

has Internet connections at their home computers 33%

college laboratories 43%

Internet cafes 48%


Results (2)

Computer usage: Students have been using computers for %

5 years and more 57%

4-5 years 30%

2-3 years 13%


Results (3)

Use of computers %

Every day for a couple of hours 78%

Use of Internet services

Every day for a couple of hours 32%

A couple of hours in a week 20%

A couple of days in a week 46%

Results (4)

Students learn to use computers mostly through formal ways.

How they learned to use computers %

used books 15%

learned it by trial and error 28%

through courses offered in high school 44%

through courses offered in college 57%

learned it from their friends 17%



Results (5)

Use computers mostly for e-mailing, searching on the web, and preparing course projects.


Students’ Perceived Self-Efficacy Levels

Self-efficacy items sd

I have fear of doing smtg wrong or pressing a wrong key while using comp - 4,74 ,620

I think most of the time I spend on computers is a waste of time - 4,48 ,926

If I spend enough time I can solve computer related problems + 4,33 ,673

I get nervous when I face a sudden problem on computers - 4,22 ,861

It is easy for me to do any kind of word processing on computers + 4,09 ,896

I get nervous while working on computers - 4,07 ,866

I have always believed that it is impossible for me to be in full cont of com - 3,96 1,081

Computers fail in the middle of a work - 3,91 ,759

I think I use computers effectively + 3,76 1,063

I know what to do when I encounter a new situation on a computer + 3,67 ,911

I am talented in using computers + 3,65 ,974

While working on computers, I play with it and discover new things + 3,57 ,815

I believe that I am in full command of computer terminology and concepts + 3,54 1,041

I believe that I have a special talent for using computers + 3,44 1,192

Quick solutions are good enough for me when I face a problem while working on a computer

- 3,11 ,883

I feel as if computers were part of me + 2,96 1,258

I use computers to plan my day/time + 2,19 1,029

Total 3,74 ,93


Results (7)

The results indicate that students’ level of computer self-efficacy is high (3,74) which falls on the “mostly” option.

Participants have no fear about doing something wrong while using computers, and

the time spent on using computers is not waste of time at all.


Results (10)

They also believe in themselves that they don’t get nervous when having a computer problem while working on computers and

can solve those problems if they have enough time.


Results (11)

It was interesting to see that the statement about planning

“I use computers to plan my day/time ”

has the lowest (2,19) mean together with the statement

“I feel as if computers were part of me”.


Results (12)

Some demographic characteristics were cross tabulated with self-efficacy statements. It was found that the participants’

gender is significantly related with their computer self-efficacy in relation to some specific aspects such as

• “being talented in using computers”, • “being in full command of computer

terminology and concepts”, and • “using computers effectively”.


Conclusions

The participants of this study will join the teaching force soon.

In this respect this study has provided some insights about prospective teachers’ computer self-efficacy.

Knowing how to use computers does not necessarily mean that one can use it successfully.

Therefore, it can be said that courses on how computers can be integrated into teaching can be offered to make computers more effective in educational settings.


Conclusions (2)

It was interesting to see that only 2% reported that they attended a computer workshop offered by the university.

According to Hammond et al (1992) individuals who do not have enough information and experience on information technologies, cannot use those technologies effectively. Therefore, it can also be concluded that for effective use

of computers it is essential that necessary conditions and institutional

support are provided.


Thank You!

Dr. Süleyman Sadi SEFEROGLU Hacettepe University Faculty of Education

Department of Computer Education and Instructional TechnologyAnkara, 06800, TURKEY

e-Mail: sadi_at_hacettepe.edu.trWeb: http://yunus.hacettepe.edu.tr/~sadi/

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