Integrating Technology into Preservice Literacy Instructions A Survey of Elementary Education Students’ Attitudes toward Computers

Abstract

Many teacher education programs are integrating technology experiences into professional education courses. This study examined the attitudes toward the use of computers by preservice teachers before and after a semester-long literacy course that required the use of technology to complete assignments and activities. Sixty-three undergraduate education students participated in this study by completing pre- and postcourse surveys consisting of three attitude-toward-computer instruments. Two of the three instruments revealed a statistically significant difference in the mean scores from pre- to postcourse surveys, suggesting that both the Computer Attitude Questionaire (CAQ, Knezek and Miyashita, 1994) and the modified Computer Attitude Scale for Secondary Students (CASS, Jones and Clarke, 1994) adequately ascertain shifts in attitudes toward computers when adding a technology component to existing literacy courses. The results of this study suggest that increases in positive attitudes toward computers may have resulted from instructional approaches, meaningful assignments requiring technology, and supportive faculty. Recommendations for instrument use in evaluating the effectiveness and usefulness of technology strands integrated into teacher education programs are included.

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