Contemporary Issues in Early Childhood, Volume 3, Number 2, 2002
COLLOQUIUM
A Study of Pre-school Teachers’ Thoughts about Computer-assisted Instruction PINAR BAYHAN Hacettepe University, Ankara, Turkey PINAR OLGUN Middle East Technical University, Ankara, Turkey NICOLA J. YELLAND RMIT University, Melbourne, Australia
ABSTRACT In this research, pre-school teachers’ thoughts about computerassisted instruction, and the positions of pre-schools regarding the use of computers are studied. The sample of the study consisted of 22 managers and 111 pre-school teachers in 22 schools in Ankara, Turkey. A questionnaire was given to the teachers. A ‘General Information Form’ was also given to managers in order to determine the extent of the use of computers in pre-schools. Fisher chi-square and chi-square statistical techniques were used to analyse the data. A significant difference between the teachers’ education levels and the use of computers in pre-school was found. The view that there are negative effects of computers on children’s social development was found. The perception that computer-assisted instruction is a luxury in pre-schools in Turkey was also found.
Introduction It is a fact that we all live in a fast growing technological age. One of the tools that technology has brought to our lives, both in schools and in the home, is the computer. Computers are used in many fields to make our lives easier in many ways so that the use of them is increasing day by day. Education is one of the fields within which computers are commonly used. Computer activity in schools is one of the main changes that have occurred in education in the last 20 years. 298
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The common use of computers in schools often compels teachers to use computers in the early years of education, especially the pre-school period. However, one of the obstacles that teachers face when using technology is their lack of experience with computers as educational tools (Hope, 1998). Since teachers are inexperienced, they feel anxious about learning how to use computers (Stornes, 1998). They also, understandably, feel uncomfortable if children know more about computers than they do themselves (Rowe, 1998). It has been suggested that an important factor affecting the quality of the child’s experience with computers in schools may be related to teacher attitudes towards computers (Mc Bride & Austin, 1986). As computers increasingly become a part of the education system, new conceptual understandings are made possible. Additionally, there is a great deal of concern about levels of ‘computer literacy’. Although there are different ways to become computer literate, it is suggested here that we need to consider two main issues. These are that: • computer assisted instruction (CAI) is about education with and about computers; • the education of teachers and children about computers is essential (Ari & Bayhan, 1999). An early review of studies of children’s attitudes to computers concluded that low levels of computer literacy among children would not increase greatly until teachers become more receptive to the technology (Lawton & Gerschner, 1982). However, using an attitude scale focused on confidence with computers, Smith (1986) found a strong negative relationship between the attitudes of children and their teachers. This was interpreted as being related to teachers’ self-confidence. It was found that teachers’ self confidence decreased as their pupils’ confidence increased. The greater confidence of pupils was found to be due to their exposure to more computer classes (Smith, 1986). Troutman (1991) stated that students who feel secure in their own personal use of computers also feel positive towards the use of computers in schools. It is also considered necessary that pre-service teachers feel competent in the use of technology (Davis & Dickard, 1996). It is extremely important for leaders of teacher education programmes in higher education to ensure that instructional applications of computers are infused within a variety of curricular experiences for pre-service teachers. Even with ongoing research in this area, a review of the literature indicates that college students do experience some anxiety about computers (Ely, 1995). Savenye (1993) investigated the prior computer experience of pre-service teachers and attempted to discover whether their attitudes and feelings of anxiety were lessened by participation in a computer course. The findings suggest that participation in a semester-long systematically designed computer literacy course can produce more positive attitudes toward computers, reduce 299
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computer-related anxiety, and provide pre-service teachers with many perspectives on their upcoming role as technology-using teachers. It is suggested here that teachers must feel comfortable and secure while learning how to use computers and related technologies (Todman & Dick, 1992). The findings of Powell’s (1999) study appear to support the use of computerised simulations as an innovative supplement to an early childhood pre-service curriculum course. It was found that those who experienced the simulation revealed more knowledge about interacting with computers than those who were not exposed to the simulation. Dawes (1999) stated, in one of her studies, that teachers must be educated about computers if they are going to teach technology to children. They also have to follow technological innovations. Teachers must play an important role in using new technology to enhance the learning of their students. In this way, teachers become an important element in the education of children in the use of technology. Research Method and Instrument Subject and Procedures Twenty-two of the 194 schools in Ankara were randomly selected for the study. The sample of the research was made up of 111 teachers of the preschools form. Some 68.2% of the pre-schools catered for 3-6 year-old children, 31.8% of them included 7-12 year-old children; 54.5% of the schools serve 0-2 year-olds while 45.5% of them serve 3-5 year-olds. There were computers in 81.8% of the schools, of which 36.4% of the schools had at least three computers. A questionnaire, ‘Thoughts about CAI’, was given to the teachers. The questionnaire was developed from the ‘Information Technology Capability Form’ adapted by McFarlane & Jared (1994). The reliability of this form was pre-tested. The ‘General Information Form’ was given to pre-school managers to determine their position regarding CAI in schools. The items in the questionnaire were evaluated as ‘agree’, ‘disagree’, or ‘I have no idea’. It took two months to collect the data. The questionnaire was given to pre-schools by the researchers and was collected within the two-month period. To determine whether there was a statistical significance between teachers’ thoughts about CAI and their ages, education levels, and their ability to use computers, chi-square or, if not applicable, Fisher chi-square statistical techniques were used (Gravetter & Wallnau, 1996). Results and Discussion In this study, results were collected in two parts: 1. the position of pre-schools regarding CAI; and 2. teachers’ thoughts about CAI.
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1. The Position of Pre-schools Regarding CAI The data showed that 40.9% of the schools do not use computers for education. Additionally, 18.2% of the schools that have computers do not use CAI packages. We discovered that 13.6% of 63.6% of the schools that have CAI use it on average 5-15 minutes per day. We also found that 50% of them apply CAI for 30-45 minutes per week. Of the pre-schools that have CAI packages, it was revealed that they use it mainly for mathematical concepts. 2. Teachers’ Thoughts about CAI When the data from the teachers’ responses was analysed, it was discovered that there were several significant findings. (i) Those teachers with high levels of education were more likely to think that CAI was viable in pre-school settings. However, it was also apparent that only 36.4% of the teachers that formed the sample actually use CAI in schools. Thus, although the teachers do not have direct experience with CAI, they have an opinion on the matter. Savenye (1993) has stated that teachers develop positive attitudes toward computers the more they experience them. Todman & Dick (1992) have also found that after teachers have been trained with computers they develop a more positive attitude toward them. Additionally, Dawes (1999) stated that teachers feel a fear toward technology and because of that fear they try to find deficiencies in the use of computers. (ii) Even though teachers acknowledged the benefits in using computers with young children they were concerned that computers might harm the children’s health. (iii) The data also supported the notion that teachers believed that CAI would support the learners’ cognitive development as well as their problem-solving ability and ability to learn by discovery in play contexts. (iv) Many of the teachers indicated that they did not know where to go for help about the use of computers in their classrooms. Conclusion and Suggestions This study has shown that even though 81.8% of the schools involved in this study had computers, many of them do not use computers in the educative process. They do use CAI packages for minimal periods of time and mainly in the area of mathematics. It was evident that teachers with higher levels of education were more likely to be positive about the use of computers and CAI in schools. The predominant view was that CAI is a luxury in Turkey. Teachers were keen to use computers in their classrooms but were reluctant to do so because they did not feel confident to do so and did not know where to go in order to acquire new knowledge about using computers with young children.
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It is suggested here that we should promote the effective use of computers in pre-schools. Teachers believe that computers could be useful for children’s learning if teachers are trained to use them effectively. They wanted more professional development and were of the view that this should occur as a matter of high priority if the children in Turkey are not to be left behind in the information age. Correspondence Arastirma Gorevlisi Pinar Olgun, Department of Elementary Education, Middle East Technical University, Inönü Bulvari, 06531 Ankara, Turkey (
[email protected]). References Ari, M. & Bayhan, P. (1999) Okuloncesi Donemde Bilgisayar Destekli Egitim [Computer assisted education in pre-school period]. Istanbul: Epsilon Press. Davis, J. & Dickard, N. (1996) Guides to Federal Resources, ED Initiatives; online, available at: http://www.ed.gov/pubs/resdir.html Dawes, L. (1999) First Connections: teachers and the national grid for learning, Computers and Education, 34, pp. 235-252. Ely, D. (1995) Technology is the Answer! But What Was the Question? Capstone College of Education Society, University of Alabama (Eric Document Reproduction Service No: 381152). Gravetter, J.F. & Wallnau, L.B. (1996) Statistics for the Behavioral Sciences. USA Minneapolis: West Publishing Company. Hope, W.C. (1998) The Next Step: integrating computers and related technologies into practice, Contemporary Education, 69, pp. 137-140. Lawton, J. & Gerschner, V.T. (1982) A Review of the Literature on Attitudes toward Computers and Computerized Instruction, Journal of Research on Development of Education, 16, pp. 50-55. McBride, K.M. & Austin, A.M. (1986) Computer Affect of Pre-school Children and Perceived Affect of Their Parents, Teachers and Peers Journal of General Psychology, 147, pp. 497-506. McFarlane, A.E. & Jared, E.(1994) Encouraging Student Teacher Confidence in the Use of Information Technology, Computers Education, 22, pp. 155-160. Powell, J.V. (1999) Interrelationships between Importance, Knowledge and Attitude of the Inexperienced, Computer and Education, 32, pp. 127-136. Rowe, S.B. (1998) Utopia or a Scary Monster: a discussion on the effectiveness of computer technology, Contemporary Education, 69, pp. 144-149. Savenye, W.C. (1993) Effects of an Educational Computing Course on Preservice Teachers’ Attitudes and Anxiety towards Computers, Journal of Computing in Childhood Education, 31, pp. 31-41. Smith, S.D. (1986) Relationship of Computer Attitudes to Sex, Grade-level and Teacher Influence, Education, 106, pp. 338-344. 302
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Stornes, C. (1998) Power On: new tools for teaching and learning. Washington, DC: US Government Printing Office. Todman, J. & Dick, G. (1992) Primary Children and Teachers’ Attitudes to Computers, Computers Education, 20, pp. 199-203.
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