Abstract
The need to introduce computers to a greater extent in teaching technology is discussed. Further, the potential importance of affective responses in the teacher’s acceptance of the computers is developed. A semantic differential scale was employed to measure preservice teachers’ attitudes toward the computer, computer-aided instruction, science, mathematics, and the teaching of science and mathematics. Considerable negative affect was found toward computers, computer-aided instruction, and teaching of science and mathematics. Implications for the ways in which computer-aided instruction is introduced are discussed.
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McCaskill, E.Survey of teacher training programs. Manuscript in preparation, 1980.
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This research was supported by an Information Dissemination in Science Education Grant SER80-09114 from the National Science Foundation, Edwin O. McCaskill, principal investigator.
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Stimmel, T., Connor, J.L., McCaskill, E.O. et al. Teacher resistance to computer-assisted instruction. Behavior Research Methods & Instrumentation 13, 128–130 (1981). https://doi.org/10.3758/BF03207921
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DOI: https://doi.org/10.3758/BF03207921