1. DEVELOPING INFORMATION TECHNOLOGY LITERACY AMONG TECHNOLOGY EDUCATION PRE-SERVICE TEACHERS IN PARAGUAY Hong Kong, January 2006 Aichi University of Education International Conference on Technology Education (ICTE)

2. 1. About the context of the study 1. Country: Paraguay 2. Location: South America 3. Population: ca. 6.000.000 inh. 4. Language: Spanish and Guarani 5. Teacher training system: 3 years 6. Technology Education is a curricular subject only at Elementary School (3rd. to 9th. Grades) 7. Information Technology is included in the national curriculum from 7 th. Grade 8. Information Technology was introduced into the Technology Teacher training curriculum since 2003

3. Instrumental Domain Teaching Practice Education Sciences Specialized Skills Curricular integration 2 ． Research Background (1) The Training Concept Teaching methods and practicals in schools Psychology, Philosophy, Pedagogy, Sociology, etc. Metalworking, woodworking, electricity, agriculture. Language and Information Technology

4. 2. Research Background (2) The Training System

5. 3. Research Goals 1. Develop sufficient competencies among future technology education teachers to support appropriate work with Information Technology. 2. Assess the effects in terms of skills and attitudes of an integrative approach to develop IT competencies among future technology education teachers. 3. Identify main variables affecting the outcomes of an Information Literacy training system.

6. 4. Methodology 1. A group of 27 future technology education teachers were selected and assessed as study subjects. 2. A survey containing thirty four Likert-scale type items was developed. Items were clustered into three categories: demographic data, operational skills and attitudes towards computers. 3. Section 1 of the survey collected data such as age range, gender and residence location of respondents. 4. Section 2 of the survey included items on operational skills with computers, such as frequency of computer usage, experience with different kinds of software, use of the Internet, E-mail, performing preventive and/or corrective maintenance procedures and programming.

7. 4. Methodology 5. Section 3 of the survey contained items inquiring into beliefs and attitudes towards computers in a variety of contexts (i.e. their relationship with cultural segregation, contemporary health problems, work efficiency, improved intellectual work and impaired social competence). 6. The same skills and attitudes were examined, at the beginning and on completion of the training. 7. Issues on variables affecting the development of the training program were explored through an open questionnaire at interviews conducted with a randomly selected group of students.

8. 4. The experimental group

9. Figure 1. Rates of student’s reported operation skills 5. Results (1)

10. 5. Results (2) Figure 2. Rates of student’s reported operation skills

11. 5. Results (3) χ2 = 3.47 p < 0.02 χ2 = 3.47 p < 0.02 χ2 = 7.53 p < 0.01 χ2 = 7.53 p < 0.01 χ2 = 6 p < 0.01 χ2 = 6 p < 0.01 χ2 = 2.9 p < 0.05 χ2 = 2.9 p < 0.05 Figure 3. Rates of student’s reported attitudes towards computers (1)

12. 5. Results (4) Figure 3. Rates of student’s reported attitudes towards computers (2)

13. 5. Results (5) χ2 = 4.32 p < 0.02 χ2 = 4.32 p < 0.02 χ2 = 5.28 p < 0.01 χ2 = 5.28 p < 0.01 Figure 3. Rates of student’s reported attitudes towards computers (3)

14. 5. Results (6) χ2 = 3.84 p < 0.02 χ2 = 3.84 p < 0.02 χ2 = 4.67 p < 0.02 χ2 = 4.67 p < 0.02 χ2 = 6.45 p < 0.01 χ2 = 6.45 p < 0.01 χ2 = 3.84 p < 0.02 χ2 = 3.84 p < 0.02 Figure 3. Rates of student’s reported attitudes towards computers (4)

15. 5. Results (7) Figure 4. Rates of student’s impressions about the training (1)

16. 5. Results (8) Figure 4. Rates of student’s impressions about the training (2)

17. 6. Conclusions Statistical data suggest that the training system had little effect on students’ skills to operate computers. Successful implementation of the training system appears to be related to curricular organization, technological infrastructure available and attitudes of faculty members towards collaborative work. Positive attitudes towards computers were reinforced after the training. Feelings of indifference, skepticism and fear of computers also seem to have progressed along the training. These results deserve further exploration to account for seemingly contradictory perceptions.

18. End of the Presentation