Graduate Thesis Or Dissertation
 

Guidelines for a proposed inservice teacher training program for the use of computers in Korean elementary school classrooms

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2227mr87w

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  • This study was undertaken to analyze the opinions of elementary school teachers in Korea about actual and desired levels of computer education and the sources of computer anxiety, with the object of developing guidelines for a teacher training program. A survey instrument was developed and tested to provide basic sample demographic data, tabulation of opinions on computer competencies, as well as an analysis of three variables of anxiety: 1) use of computers as educational tools, 2) lack of personal ability, and 3) lack of computer knowledge. The instrument was administered to a sample composed of 421 teachers, parents, or computer experts, and three analyses of variance procedures were performed to analyze the sources of computer anxiety. Analysis of the data revealed the following: 1) most of the teachers sampled had little experience with computers or computer applications; 2) older teachers or those with little experience reflected the highest degrees of computer anxiety; 3) training programs should focus on computers as instructional tools; 4) computer language training should be addressed on a broad level; 5) development of a broadly focused training program, ranging from basic instruction in computer capabilities to advanced programming skills; and 6) there is a need for support and commitment to computer education by educational administrators. A model for the development of guidelines for computer training programs was proposed, based upon the assumption that computer literacy cannot be equated with computer science. Based upon objectives derived from an analysis of the nature of Korean society, learners, and the state of their knowledge, the following program goals were suggested: 1) instructors should be made aware of computer capabilities and limitations; 2) classify the scope and sequence of programs to reduce computer anxiety in accordance with existing skill levels and levels of needs among teachers; 3) encourage a teacher-centered approach based upon voluntary participation; 4) select knowledgeable training personnel with communicative skills; 5) encourage small group training to enable collaborative learning; 6) extensive use of hands-on methods, with adequate hardware and software resources; 7) training periods of a length to assure provision of practical classroom skills; 8) provision of incentives; 10) focus upon the integration of computers into the instructional process.
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