Attitude Toward Instructional Technology Following Required Versus Optional WebCT Usage
Why this work is in the frame
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Bibliographic record
Abstract
The current study sought understand the mechanisms that facilitate improvement in preservice teacher attitude toward instructional applications of computer technology. Participants comprised two groups: education students whose use of WebCT was required for completion of course assignments (n = 42) and education students whose use of WebCT was entirely optional (n = 82). All students made pre- and postcourse ratings of the perceived value of instructional technology. Across groups, positive changes from pre postcourse occurred on seven of the ten items that evaluated attitude toward instructional technology. Additionally, students required use WebCT showed a greater overall change in attitude from pre postcourse and made greater use of optional online course material relative those whose use of WebCT was optional. Requiring the use of technology in course work may generate favorable attitudes toward technology and thereby foster greater utilization of other available computer-based applications. ********** Teacher preparation programs are frequently criticized for their inability to fully prepare new teachers use technology effectively in their professional practice (Milken Exchange on Education Technology, 1999, p. i). Most teacher preparation programs reportedly offer one course in which preservice teachers are develop basic computer technology skills (Hsu & Hargrave, 2000). Cherup and Snyder (2003) proposed a more integrated approach technology in teacher education, one that includes a curriculum of technology operations, planning and designing learning environments, assessment and evaluation, professional practice, and social, ethical, and legal issues. Despite concerted and evolving postsecondary effort equip novice teachers with technological competencies, relatively few teachers routinely use computer-based technologies for instructional and when computers are used, are generally used for low-level tasks such as drills and word processing (Abdal-Haqq, 1995, p. 1). While there are numerous explanations for such limited instructional applications of technology in public education, not the least of which is lack of access equipment and inadequate training (Bosch & Cardinale, 1993; Moersch, 1999), teacher beliefs and attitudes emerge as particularly critical variables (Zhao & Cziko, 2001). Whetstone and Carr-Chellman (2001) conducted a comprehensive survey of preservice teachers' perceptions of technology and their future plans implement instructional technology. Seventy-six percent (76%) of those surveyed claimed that computers have a substantial role in school reform. When asked indicate the computer applications they felt competent apply as future teachers, 94% felt prepared use word processors, 75% felt prepared use e-mail, and 65% felt prepared use content area software. However, only 57% felt prepared use spreadsheets and only 41% and 33% felt prepared use internet applications and databases, respectively. Such survey results suggest diminishing preparation for more advanced applications of computer technology. Moreover, there is an absence of survey results for sophisticated school-based applications of instructional technology such as those supported by WebCT. WebCT is a set of web-based course tools that provide instructors and students with a range of applications such as calculating and accessing grades, posting and accessing course material, developing and publishing presentations online, posting and taking tests and surveys, accessing course syllabi, and participating in online discussion (WebCT, 2003). The Homepage is the first page appear following WebCT log in and is the page that allows users link all available WebCT tools. The WebCT Discussions tool enables the instructor place students in groups for purposes of online discussion. Instructors use the WebCT Content Module put course material online. …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it