Internet use by preservice teachers in elementary education instruction
Shi-Wen Yang, Idaho State University, United States
Idaho State University . Awarded
The purpose of this study was to explore preservice elementary educators' attitudes toward Internet use, Internet self-efficacy, and Internet anxiety and their relationship. The population of this survey was all elementary preservice students enrolled in core College of Education courses at Idaho State University during spring 2003 semester. The Internet use, Internet self-efficacy and Internet anxiety survey instrument was distributed to 98 students during regularly scheduled class time. Of the 98 surveys distributed, a total of 71 responses were returned. Sixty-nine was deemed usable representing a return rate of 70%.
Descriptive statistics were used to investigate tendency and discrepancy. Biserial correlation, Point-Biserial correlation, and Pearson product-moment correlation were employed to explore the relationships between variables to determine whether any of the relationships were statistically significant.
Major findings of the study include the following: Increased use of the Internet is the factor most likely to result in worthwhile gains in Internet self-efficacy and to reductions in preservice teachers' Internet anxiety. Participants' years of Internet experience was a stronger factors than computer ownership in influencing Internet use patterns. Age and gender were not factors in this study. No significant difference was found between Internet self-efficacy and Internet anxiety of age and gender. The implications of these findings suggest that early and frequent use of the Internet across the teacher education curricula is useful in promoting students' Internet use and self-efficacy. Appropriate learning experiences that assist students in learning how to integrate the Internet into instruction are called for as well.
Yang, S.W. Internet use by preservice teachers in elementary education instruction. Ph.D. thesis, Idaho State University.
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