Abstract
AbstractThis study investigated two different teaching approaches to the same introductory computer literacy course for preservice teachers to examine preservice teacher’s resulting attitudes toward personal uses of computers, attitudes toward school uses of computers, and computer anxiety. Two class sections focused on building a strong knowledge base with positive attitudes as a secondary priority while another two class sections focused on developing positive attitudes with little emphasis on developing a strong knowledge base. Results indicated no significant differences between the groups for any of the three areas after the 1 -semester treatment, which indicated that the elevation in positive attitudes and reduction of computer anxiety were not related to course focus.
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