Measuring and Evaluating Early Childhood Prospective Practitioners' Attitudes toward Computers

Abstract

This study investigated attitudes among 131 early childhood education and care prospective practitioners. Study participants completed a demographic questionnaire and the Computer Attitude Scale (CAS). Results indicated that the majority of these students reported relatively positive attitudes toll ard computers although a sizable miniority was found to have neutral to negative attitudes. Measurement data gained fmm study respondents indicated acceptable CAS validity amid reliability indexes. Significant relationships were found between attitudes and having access to a home and and having formal training. Implications for university faculty involved in perservice education are discussed. Key Words: attitudes, preservice education. Current estimates are that 37% of all American households now have microcomputers (NTIA, 1998). Clearly. the everyday work, home, and educational experiences of a rapidly increasing number of individuals and families are being influenced profoundly by microcomputers that enable easy and ongoing access to new and ever expanding forms of information technology (Hughes, Ebata, & Dollahite, 1999; Williams & Ogletree, 1992). Although microcomputers are becoming more commonplace, we are still in an era when using them is perceived by many as requiring complex technical skills (Hohmann, 1994). In fact, Corston and Colman (1996) suggested that between one-third to one-quarter of all individuals may be, to some extent, afraid of using computers and tend to avoid contact with keyboardbased technologies. The term computer has been used widely to indicate the fear or apprehension felt by individuals when they use computers or when they consider the possibility of utilization (e.g., Charlton & Birkett, 1995; King & Bond, 1996; Leso & Peck, 1992). Individuals experiencing anxiety are much more likely to develop apathetic attitudes toward computers (Charlton & Birkett, 1995; Corston & Colman, 1996) and be extremely resistant to using them (Hohmann,1994; Morgan & Shade, 1994; Oliver & Shapiro, 1993; Yaghi, 1997). Despite the personal anxieties reported by many toward microcomputer use, there appears to be a growing consensus that computers can be influential tools in enhancing the potential of individuals by facilitating the learning process (Haugland & Wright, 1997) and that knowledge of and confidence with technology will soon be required in every facet of the competitive employment market (Charlton & Birkett, 1995; Comber, Collery, Hargreaves, & Dorn, 1997). If used properly (e.g., proper selection of software), microcomputers have been shown to have positive influences on young children's learning, behavior, and development (Beaty, 1996; Brewer, 1998). Research evidence indicates that there are positive relationships between young children having frequent encounters with microcomputers and their metacognitive development (Fletcher-Flinn & Sudendorf, 1996; Schetz & Stremmel, 1994), their language development and use (Brewer, 1998; Schetz, 1989), their development of prosocial behaviors (Brett, 1994; Fromberg, 1995), and their feelings of selfesteem and self-confidence (Tsantis, Wright, & Thouvenelle, 1989; Williams & Ogletree, 1992). Given these emerging views and research findings, industry and families alike have begun to demand that schools purchase and use microcomputers as part of each student's education experience (Knupfer, 1988; Sutton. 1991). Responding to such pressures, we are now seeing microcomputers being introduced in educational and care settings that serve the youngest of our children (Haugland & Wright, 1997; King & Bond, 1996; Wright & Shade, 1994). As Hohmann (1994) noted, increasing the learning potential and knowledge and skills of young children and the personnel who care for and educate them has not been achieved bv providing mere access to microcomputers. …