This study investigated teachers' perceived self-efficacy in the implementation of computer education in Nigerian secondary schools. It also examined the influence of gender on teachers' perceived self-efficacy. One hundred and sixty-one male and 148 female teachers were asked to indicate their experience and level of proficiency in the use of computers. Percentage analysis indicated that over 60% of male and female teachers do not have minimum experience in the use of computers, in basic computer operations, and in the use of application software. Chi-square analysis indicated no significant difference between male and female teachers' competence in the use of computers, basic computer operations, and in the use of application software. Based on these findings it is recommended that practicing teachers should be given in-service professional development training in the use of technology, and that preservice teachers should be given basic and advanced training in the use of technology in education.

Print this Meridian Article An Investigation Into Teachers' Self-Efficacy In Implementing Computer Education In Nigerian Secondary Schools

This study examined differences in achievement over Person- Centered Therapy and Rational-Emotive Therapy taught by adjunct computer-assisted instruction tutorials (CAI) and traditional instruction (TI). The Achievement Instrument Over Person-Centered Therapy and Rational-Emotive Therapy was developed by the researcher to measure achievement. Content validity and test-retest reliability were established for the test. Analysis of covariance was utilized to test for differences in achievement gains between the CAI and TI groups. Cumulative university grade point averages and achievement pre-test scores were covariates. The Kolmogorov-Smirnov test was used to determine if the distribution of scores following instruction would be more positively skewed for the CAI group than for the TI group. This effect was expected if CAI was more effective than TI for low ability students.

/pdf/a-comparison-of-adjunct-computer-assisted-instruction-and-4f6aia9ypx.pdf

A Comparison of Adjunct Computer-Assisted Instruction and Traditional Instruction for Teaching Counseling Theories

Since computers first entered British Columbia schools in the early 1980's the call for their increased use has risen to a clamour. Despite increased numbers of computers, it is not clear to what extent and on what basis teachers use them in their teaching. This study investigates factors affecting classroom teachers' decisions about computer use. The study involves a review of publications influencing teachers' decisions, a survey of teachers in a single district and interviews with a sample of these teachers. A four-page questionnaire was distributed to all of the K-7 teachers in a medium sized British Columbian school district. Responses of 126 classroom teachers were analysed. A sample of 1 1 teachers were interviewed in order to assist in clarifying the data from the questionnaire and to probe for deeper insights into teachers' use of computers for instruction. The literature review found that professional, government and lay publications describe computer use in schools in enthusiastic and uncritical terms and often promised revolutionary benefits for schools as a result of computer use. The questionnaire and interviews found that, while most teachers believed they should use computers, their actual practice involving computers was minimal in comparison to the level and quality of use implied in the literature. The results of the study suggest that the disparity arises predominantly from two sets of factors. First, teachers' use of computers is restricted by three practical impediments: lack of access to hardware and software, lack of knowledge of computers and the instructional use of computers, and lack of time to learn about, plan for and implement the

http://summit.sfu.ca/system/files/iritems1/3725/b14255807.pdf

Revolution or rhetoric : factors affecting teachers' decisions about computers in classrooms

https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=19151&context=rtd

Attitudes of secondary teachers regarding the instructional use of computers

OF THE DISSERTATION An Evaluation of a Curriculum Response to the State of Florida Mandate for Computer Literacy at a Large Comprehensive High School in Dade County Florida

/pdf/an-evaluation-of-a-curriculum-response-to-the-state-of-4ln83h9t7z.pdf

An evaluation of a curriculum response to the state of florida mandate for computer literacy at a large comprehensive high school in dade county, florida

Computer Technology and Education.

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Computer Technology and Education.