Abstract
Purpose − This survey research investigated important issues concerning computer use among novice graduate teachers from teacher training colleges in Sabah. The first issue was concerned with the levels of computer attitudes (CA) and computer use. The second was concerned with the effects of CA on computer use (CU). The third was concerned with moderating effects of the school environment (SE) on relationship between CA and computer use. Method − A set of questionnaires was used as the research instrument and stratified systematic sampling was used to determine the research samples. The sample consisted of 192 primary and secondary school teachers. The data were analyzed using descriptive and inferential statistics (factor analysis and regression analysis). Research hypotheses were tested at significance level of a = 0.05. Findings − The findings showed that novice teachers have moderate CA and CU. CA had significant effects on computer use. SE has moderating impacts on the relationships between CA towards CU. Value − The study provided wider implications for theory development, practices and policymaking that can be associated with the computer use among teachers. As a whole, most of the theoretical rationales used in explaining those relationships have been supported.
Highlights
Technology in schools has taken a place in the agenda of international meetings, along with trade and economics
No formal generalization is possible, but it is interesting to speculate whether similar results might be found if the samples were extended to a wider group, from other Malaysian states, and other teaching disciplines
There is no strong reason for novice teachers from the participating teaching institutions to be seen as markedly different in their attitudes from other novice teachers from other teacher education institutions
Summary
Technology in schools has taken a place in the agenda of international meetings, along with trade and economics. In the technological trends of the 21st century, all member countries of the South East Asia Ministers of Education Organization (SEAMEO), including Malaysia, have begun to focus on benefit of information and communications technology to improve the teaching and learning of certain subjects, Science and Mathematics but the benefits from computer learning activities have not yet been fully promoted since many teachers are still not clear with its implementation, either in developing or developed countries (Jintavee, 2005) In this Information Age, there is a clear recognition that technologies can transform conventional education system and bring more advantages and benefits to Malaysians, especially for the younger generation, and the country as a whole. Malaysian schools and colleges have included computer technology as an integral part of students learning experiences and as a way to equip them with the skills and knowledge necessary to succeed in the 21st century
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