Pre - service Teachers’ Perceptions of Their Computer Self-Efficacy Assist. Prof. Dr. Süleyman Sadi SEFEROGLU Hacettepe University Faculty of Education Department of Computer Education and Instructional Technology Ankara, 06800, TURKEY sadi_at_hacettepe.edu.tr Web: eLearningAP 2007 The Fourth International Conference on eLearning for Knowledge-Based Society November 18-19, 2007, Bangkok Thailand

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 2 Content  Introduction  Purpose of the study  Method Study group Data collection instrument Data analysis  Findings  Conclusion

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 3 Introduction  The role of computers in society  Information technologies (IT) and its enormous effects on the way information is shared  Definition of computer literacy  The role and responsibilities of the schools  The qualities of teachers

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 4 Introduction (2)  The diffusion of technology and teaching-learning processes  How can we use IT to be productive  Teachers position in using information technologies effectively

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 5 Introduction (3)  Teachers’ technological competencies Literature frequently points the followings on the relative advantages of IT Accessing richer content much more easily, and in much shorter time, Better communication Individualization Easiness in evaluation Fruitful professional interaction It is believed that prospective teachers’ self-efficacy in relation to computer use has roles on competencies about IT use.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 6 Introduction (4)  What research says: In order for people to use computers successfully, they need to have self-confidence. If they don’t feel comfortable in using computer as a tool, they can’t be successful in their teaching. It is important that people who will use IT have self- confidence. Some studies have identified lack of confidence for teaching with computers as a factor influencing the levels of use of computers by student and teachers.

Introduction (5)  Perceived self-efficacy one of the important variables of the Social Cognitive Theory  It is commonly defined as people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives (Bandura, 1997; Cassidy & Eachus, 1995).  Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 7

8 Introduction (6)  Computer self-efficacy, people's beliefs about their capabilities to use computers, is considered an adaptation of self-efficacy.  Individuals with high self-efficacy approach difficult tasks as challenges to be mastered rather than as threats to be avoided.  With this respect self-efficacy perception is an important human characteristic that should be studied in educational settings.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 9 Introduction (7)  Perceived computer self-efficacy of teachers will have influence both on learning experiences created for students and on students’ perception of their own self-efficacy.  Because of their roles as guides, teachers should feel secure regarding computer usage.  Research on computer self-efficacy shows that people with high computer self-efficacy are eager to attend computer related activities and have higher expectations.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 10 Introduction (8)  Self-efficacy beliefs have been shown to influence behavior in a wide variety of contexts.  This presentation is primarily concerned with self-efficacy in the context of computer use. ? ?

Method

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 12 Method: Purpose of the Study  The aim of this study was to examine the perceptions of prospective teachers in the faculty of education regarding their self-efficacy in relation to computer use, their field of study, and the computer programs they use. ? ?

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 13 Method: Data Collection Instrument  Data collection was done through a survey questionnaire developed by the researcher and the “Computer Self Efficacy” scale developed by Aşkar and Umay (2001).  The 17-item Likert-type scale’s validity coefficient is 0.70.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 14 Method: Study Group  The study group consisted of 54 students at a university, in Ankara, Turkey.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 15 Method: Study Group  70% of the participants is male and  30% is female.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 16 Method: Data Analysis  The “Computer Self Efficacy” scale has 17 items. Participants were asked to report their opinions on a 5 point Likert scale “never, occasionally, sometimes, mostly, always”.  In analyzing the results, “never” is rated as 1 while “always” is rated as 5.  The answers given to the negative statements were reversed.  Averages 3.5 and above were considered as high while averages 2.5 and below were considered low

Findings

Results (1) The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 18 Access to computers and the Internet % have their own computers in their homes or dormitories76% have access to computers only at college9% has Internet connections at their home computers33% college laboratories43% Internet cafes48%

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 19 Results (2) Computer usage: Students have been using computers for % 5 years and more57% 4-5 years30% 2-3 years13%

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 20 Results (3) Use of computers % Every day for a couple of hours78% Use of Internet services Every day for a couple of hours32% A couple of hours in a week20% A couple of days in a week46%

Results (4)  Students learn to use computers mostly through formal ways. How they learned to use computers % used books15% learned it by trial and error28% through courses offered in high school44% through courses offered in college57% learned it from their friends17% The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 21

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 22 Results (5)  Use computers mostly for ing, searching on the web, and preparing course projects.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 23 Students’ Perceived Self-Efficacy Levels Self-efficacy items  sd I have fear of doing smtg wrong or pressing a wrong key while using comp - 4,74,620 I think most of the time I spend on computers is a waste of time - 4,48,926 If I spend enough time I can solve computer related problems + 4,33,673 I get nervous when I face a sudden problem on computers - 4,22,861 It is easy for me to do any kind of word processing on computers + 4,09,896 I get nervous while working on computers - 4,07,866 I have always believed that it is impossible for me to be in full cont of com - 3,961,081 Computers fail in the middle of a work - 3,91,759 I think I use computers effectively + 3,761,063 I know what to do when I encounter a new situation on a computer + 3,67,911 I am talented in using computers + 3,65,974 While working on computers, I play with it and discover new things + 3,57,815 I believe that I am in full command of computer terminology and concepts + 3,541,041 I believe that I have a special talent for using computers + 3,441,192 Quick solutions are good enough for me when I face a problem while working on a computer - 3,11,883 I feel as if computers were part of me + 2,961,258 I use computers to plan my day/time + 2,191,029 Total3,74,93

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 24 Results (7)  The results indicate that students’ level of computer self-efficacy is high (3,74) which falls on the “mostly” option.  Participants have no fear about doing something wrong while using computers, and  the time spent on using computers is not waste of time at all.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 25 Results (10)  They also believe in themselves that they don’t get nervous when having a computer problem while working on computers and  can solve those problems if they have enough time.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 26 Results (11)  It was interesting to see that the statement about planning  “I use computers to plan my day/time ” has the lowest (2,19) mean together with the statement  “I feel as if computers were part of me”.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 27 Results (12)  Some demographic characteristics were cross tabulated with self-efficacy statements. It was found that the participants’ gender is significantly related with their computer self-efficacy in relation to some specific aspects such as “being talented in using computers”, “being in full command of computer terminology and concepts”, and “using computers effectively”.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 28 Conclusions  The participants of this study will join the teaching force soon.  In this respect this study has provided some insights about prospective teachers’ computer self-efficacy.  Knowing how to use computers does not necessarily mean that one can use it successfully.  Therefore, it can be said that courses on how computers can be integrated into teaching can be offered to make computers more effective in educational settings.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 29 Conclusions (2)  It was interesting to see that only 2% reported that they attended a computer workshop offered by the university.  According to Hammond et al (1992) individuals who do not have enough information and experience on information technologies, cannot use those technologies effectively. Therefore, it can also be concluded that for effective use of computers it is essential that necessary conditions and institutional support are provided.

The Fourth International Conference on eLearning for Knowledge-Based Society / Nov , 2007, Bangkok Thailand 30 Thank You! Dr. Süleyman Sadi SEFEROGLU Hacettepe University Faculty of Education Department of Computer Education and Instructional Technology Ankara, 06800, TURKEY sadi_at_hacettepe.edu.tr Web: