Investigating Teachers' Attitude towards Computers
"Investigating Teachers' Attitude towards Using Computers to Promote Teaching and Learning in Relation to Their Age, Years of Teaching Experience and Professional Education"
Computers are fast becoming a popular educational tool, used by both teachers and students to support the teaching and learning processes that take place in early primary classrooms. Many educators believe that the appropriate use of computers creates a more stimulating and enjoyable learning experience for students, and has a positive effect on their achievements. Research supports that for many students, the computer is a catalyst for information sharing, language development, and decision making (Fischer & Gillespie, 2003). Computers improve their mathematical thinking and play an important role in enhancing the cognitive development of students. Therefore, integrating teacher mediation within computer learning environments for young children facilitates informed use of computer technologies in their learning system, and enhances thinking processes and work habits (Nir-Gal & Klein, 2004).
However, the way computers are used varies greatly between teachers and schools, depending on their experiences and preferences. Although early primary teachers of certain countries approve of the use of computers to promote teaching and learning, unfortunately, in developing countries like Pakistan, this is not the case.They believe that as the traditional ways of teaching have worked so well in the past,there is no need to change.Amongst other barriers to ICT, most Pakistani public schools lack the basic infrastructure and facilities that are required to integrate technology with pedagogy. The situation is much better in the elite schools as they are equipped with the necessary resources.
It has been generally observed in Pakistan that although many teachers' attitudes towards integrating technology into early primary curriculum are generally positive, they report a minimum use of computer in their teaching practice. Therefore, there is a need to look into some of the issues that may prevent teachers from realizing the true potential of computer technology in their classrooms. There is a need to analyse the impact of age, years of teaching experience, kind of computer training and professional education on teachers' attitude towards use of computers because research shows that computers are more likely to be valuable instructional tools when teachers are personally comfortable using them. The results of research studies done in the local context would help address the obstacles that currently restrain the use of this valuable teaching and learning tool in early primary classrooms. Moreover, it would pave the way for further research in this particular field.
Research supports the idea that the biggest obstacle to teachers using technology in their classrooms is the lack of adequate teacher training (Yildirim, 2000).Hence teachers need to be provided more support and technical know-how of computers so as to practically assist them in the effective integration of computers and other ICTs in the educational system.
References
Fischer, M.A., & C.S. Gillespie. (2003). Computers and young children's development. Young Children 58 (4): 85–91.
Nir-Gal, O. & Klein, P.S. (2004). Computers for Cognitive Development in Early Childhood - The Teacher's Role in the Computer Learning Environment. Information Technology in Childhood Education Annual. 2004 (1), pp. 97-119. AACE. Retrieved November 1, 2009, from http://www.editlib.org/p/12896.
Yildirim, S. (2000). Effects of an educational computing course on Pre-service and In-service Teachers: A Discussion and Analysis of Attitudes and Use [Electronic version]. Journal ofResearch on Computing in Education, 32(4), 479-497.
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