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Social and Behavioral Sciences
ELSEVIER
Procedia Social and Behavioral Sciences 9 (2010) 1407-1414
WCLTA 2010
Pre-service chemistry teachers' attitude toward ICT in Xi'an
Qing Zhou a *, Yingmin Zhao a, Jiani Hu a, Yang Liu a, Lijuan Xing a
aShool of Chemistry and Materials Science, Shaanxi Normal University, Xi'an and 710062, China
Abstract
The purpose of this study is to investigate pre-service chemistry teachers' ICT attitude considering computer competence, computer attributes, culture perception as independent variables. The sample consisted of total 80 pre-service chemistry teachers, coming from Shaanxi Normal University. According to the result of questionnaires, the degree of participants' computer attitude is in between neutral and positive, and it was significantly related to computer attributes, culture perception, but it was no significantly related to computer competence.. © 2010 Published by Elsevier Ltd.
Keywords: Chemistry teacher, ICT attitude, pre-service teacher;
1. Introduction
1.1 ICT and Pre-service teacher
With the rapid development of modern information technology, computer and networking applications have been widely used in various fields, gradually changing people's work, study and life, especially in education. Information and communication technology (ICT, Henceforth) is not only the backbone of the Information Society, but also an important catalyst and tool for inducing educational innovation that change the learning style of students (Lower, 1992; Pelgrum, 2001). One of the factors that determine educational innovation in general is teachers as they are the ones to use the ICT investments for educational development. Because technology does not have an educational value in itself, it becomes important when teachers use it in learning-teaching process (Tezci, 2009).
Based on social cognitive theory, a person's belief in performing a behavior or a task can lead to the successful completion of the task (Bandura, 1986). Therefore, an important aspect in successfully implementing ICT in education is user acceptance, which is greatly influenced by users' attitudes toward computers (Osman, 2009). For pre-service teacher, they should obtain appropriate technological competence during their pre-service education to meet their future students' needs. So they are also expected to possess the positive attitudes toward ICT.
For many decades, researchers have been interested to understand how users' beliefs and attitudes affect their technology usage behaviour. They have found certain factors that affect ICT use and individual's attitudes toward
* Qing Zhou. Tel.: +8613519140401; fax: 86 029 85307774. E-mail address: zhouq@snnu.edu.cn.
1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.12.342
ICT. These factors could be listed as follows, in accordance with related research in the literature.
ICT attitudes, knowledge and use (Teo, Chai, Hug & Lee, 2008a; Chen, 2008; Psillos and et.al.,2003;Shapka & Ferrari,2003), individual characteristics (gender, age, years of teaching experience)(Durndell, & Thomson, 1997; Hartley & Bendixen, 2001), self-efficacy (Karsten & Roth,1998; Torkzadeh, Chang & Demirhan, 2006; Paraskeva, Bouta & Papagianni,2008), anxiety(Igbaria, Parasuaman, & Baroudi, 1996), culture (Torkzadeh, Chang & Demirhan, 2006; Albirini, 2006; Li & Kirkup, 2007; Demetriadis,2003), beliefs (Lim & Chan,2007; Teo, Chai, Hug & Lee,2008a; Chen,2008; Hermans and et.al.,2008;Tondeur and et.al,2008), experience of ICT use and training (Paraskeva, Bouta & Papagianni, 2008;Rosen &Weil,1995; Galanouli and al.et., 2004), learning and teaching approach (Niederhauser &Storddart, 2007; Teo, Chai, Hug & Lee, 2008b), access to technology and attitudes (Muelle and et.al., 2008; Drent & Meelissen, 2008;).
Most of the researchers focus on in-service teachers, only few of them focus on pre-service teachers, especially their attitude toward ICT. Teo(2009) have found that pre-service teachers' attitude toward ICT are positive in Singapore and Malaysia. Birgin(2010) investigates computer and internet use profiles of first year pre-service teachers' in terms of gender, it concluded that females are more likely to own a computer, whereas males were more experienced in using computers and that they used computers more frequently. It was found that computer attitudes did not change according to gender, though a significant difference was found in terms of computer competency favoring males. Khine (2001) studied 184 pre-service teachers and found a significant relationship between computer attitudes and its use in the institution. Sang (2010) have found that pre-service teachers' attitude toward ICT is positive and it seems to be the strongest predictor of prospective computer use.
1.2 ICT and Chemistry education
Chemistry is one of the most important subjects in science and contains a number of abstract concepts requiring complex concepts many of which are not obviously applicable outside the classroom (Stieff & Wilensky,2003; ozmen, 2008). Helping students understand scientific ideas and chemical phenomena is the purpose of every chemistry teachers (Barak ,2007).0ne way of teaching for understanding is to have students engage in information processing and problem solving activities that focus on real-world experience, and daily-life chemistry (Dori &Hameiri, 2003). Another way is to employ visualization tools for enhancing conceptual understanding among students by integrating ICT into the curriculum (Barak & Dori, 2005). In the past few years ICT has been integrated in many chemistry courses .It is nothing more than putting a book on a screen, educational benefits have been shown such as promoting positive of attitudes toward science (Hounshell & Hill, 1989), enhancing students' motivation by cooperative learning involving student-computer interactions (Hill, Atwater, &Wiggins, 1995;Myers & Fouts, 1992). Barak and Dori (2005) found that incorporating ICT can enhance students' understanding of chemical concepts, theories, and molecular structures. Another study showed that ICT-enhanced learning had a positive affect on students' chemistry achievements, making the students engaged in these environments actively and providing for individual learning, and visualizations of the micro and macro world (Dori et al., 2003; Stieff and Wilensky,2003).
Under the background of the secondary school new curriculum reform, teachers act as imparter of knowledge, designer, counselor, coordinator, participant, explicator and assessor etc, to sum up, as a facilitator in learning. The attitudes of teachers may affect the use of ICT directly and affect the students' beliefs about science indirectly. As the future teacher, pre-service teachers should be received ICT training in order to improve their attitude and ability. So it is necessary to make investigation before their training programme.
1.3 Study purpose
A number of studies at aboard investigated the views and attitudes of teachers towards ICT. Yet, the studies on the attitudes of pre-service chemistry teachers towards ICT in China are limited. 0n the basis of the research of Albirini (2006) and Tezci(2009), the study aims to investigate the status of pre-service chemistry teachers in Xi'an with regard to their levels of knowledge and use of ICT, and find out which facts influence their attitudes towards ICT. Teachers' personal characteristics (gender, age, income, teaching experience, school location, education, and
teaching methods as well as computer training background) were also included in order to ensure maximum possible control of extraneous variables by building them into the design.
With those concerns in mind, the study examines the following research questions:
1. What are the attitudes of middle school pre-service chemistry teachers toward ICT in education?
2. What are the pre-service teachers' perceptions of their level of ICT competence?
3. What are the pre-service teachers' perceptions of ICT attributes?
4. What are the pre-service teachers' perceptions of cultural relevance of computer?
5. What are the independent variables and the proportion of the facts in the attitudes of teachers toward ICT in education?
2 Methodology
Literature method and questionnaire method are adopted in our study. The data were analyzed via SPSS 13 statistical package. Descriptive statistics were used to describe and summarize the properties of the mass of data collected from the respondents. Multiple regression analysis was used to determine the proportion of the influence facts in the attitudes of teachers toward ICT in education. Prior to conducting the analysis, the scoring of all negatively stated items was reversed. In order to facilitate analysis, the score of 3 is used to distinguish between positive and negative attitude toward ICT and the score of 2.5 is used to distinguish the ICT competence level.
2.1 Participants
The object of our study is pre-service teachers whose major is chemistry in Shaanxi Normal University in China. A total of 80 questionnaires were distributed over a period of four months in 2007. Combining with the methods of stratified sampling and random sampling, participants were collected from 4 classes, including 50 male and 30 female students. The total number of delivered Questionnaire is 80, 77 valid questionnaires were collected, of which 29 were from male teachers, 48 are from female teachers. The response rate was 96.3%.
2.2 Instruments
Our instrument is measuring scale, A matured scales (Albirini, 2006) was revised to carry out in our study, combining with the domestic education situation. The questionnaire consisted of four scales that correspond to the main variables of the study. The Cronbach's a reliability coefficient for the four scales were: ICT attitude = 0.90, ICT attributes = 0.86, cultural perceptions = 0.76 and ICT competence = 0.94.
20 items were designed to deal with their attitudes toward ICT in education, aiming to measure the affective domain of ICT attitude (items 1-6), cognitive domain (items 7-15), and behavioral domain (items15-20). The scale was a 1-to-5 Likert-type scale (from 5= strongly agree to 1=strongly disagree)
ICT competence scale included 15 items, representing by a mean score on a 4-point, scale ranging from 1 (no competence) to 4 (much competence).
18 items were designed to deal with their perceptions about the relative advantage of ICT (items 1-5), their compatibility with teachers' current practices (items 6-10), their simplicity/non-complexity (items 11-14), and their observability (items 15-18). The scale was a 1-to-5 Likert-type scale (from 5= strongly agree to 1=strongly disagree)
16 items were designed in the Cultural Perceptions scale. It was also a 5-point Likert-type scale, where 5(Strongly Agree) represents the maximum score of the scale and 1 (Strongly Disagree) represents the minimum score.
3. Results
3.1 ICT attitudes
As Table 1 illustrates, pre-service teachers' overall attitudes toward ICT were positive with an overall mean score of 3.61 (SD = 0.38). The respondents' positive attitudes were evident within the affective (mean = 3.58), cognitive (mean = 3.56) and behavioral (mean = 3.75) domains. fifty-nine point six percent (59.7%) of the respondents had positive (38.5 %) or highly positive (21.2 %) affect toward computers. These respondents reported that they had no apprehension of computers, were glad about the increase of computers, considered using computers enjoyable, felt comfortable about computers. Within the cognitive domain, most of the respondents agreed (40.5%) and strongly agreed (17.8%) that computers save time and effort, enhance students' learning, are fast and efficient means of getting information, make schools a better place, are worth the time spent on learning them, are needed in the classroom, and generally do more good than harm, but some of the respondents(15.6%) disagree that computers can not motivate students to do more study. In the behavioral domain, the majority of the respondents expressed positive (45.7.0%) or highly positive (22.6%) behavioral intentions in terms of buying computers, learning about them, and using them in the near future.
Table 1. Distribution of mean scores on the attitude toward ICT scale
Scale Percent (%) Mean SD
SA A N D SD
Affect 21.2 38.5 22.1 13.2 5.0 3.58 0.72
Cognition 17.8 40.5 25.4 12.4 3.9 3.56 0.49
Behavior 22.6 45.7 18.7 9.6 3.4 3.75 0.67
Overall attitude 20.0 41.2 22.7 11.9 4.1 3.61 0.51
SA, strongly agree (1); A, agree (2); N, neutral (3); D, disagree (4); SD, strongly disagree (5).
3.2 ICT competence
As Table 2 illustrates, the majority of the respondents had much competence (12.2 %), moderate competence (29.5%) or little competence (21.7) in handling most of the computer functions needed by educators. Twelve point two (12.2%) of the respondents had no ICT competence. On average, the respondents' ICT competence is in between ''Much Competence'' and "Moderate competence" (mean = 2.90; SD = 0.48) , including software installation, printer usage, keyboard usage, word processor , presentation program, spreadsheet program, graphics program, online communication, basic troubleshooting, grade keeping, educational software evaluation, organization tools, and virus removal, etc.
Table 2. Distribution of mean scores on the ICT competence scale
Percent (%) Mean SD
No competence Little competence Moderate competence Much competence
ICT competence 12.2 21.7 29.5 36.5 2.90 0.48
3.3 ICT attributes
As Table 3 illustrates, respondents' perceptions of ICT attributes were somewhat positive with an overall mean score of 3.65 (SD = 0.45), Respondents' positive perceptions varied across the four ICT attributes examined in this
study. Teachers' responses are most positive about the observability of computers (mean = 4.04; SD = 0.598). They had seen computers at work and as efficiency educational tools in general. Less positive were teachers' perceptions of the advantage of computers (mean = 3.55; SD = 0.63). Most of respondents believe that computer can improve education, make the classroom more attractive, benefit chemistry study, but only thirty-seven point seven ( 37.7% ) of respondents agree that computer education have more advantages than the traditional ways. Pre-service teachers' perceptions of the simplicity of computers were midway between neutral and positive (mean = 3.51; SD = 0.59). Most of the responses were split between positive and neutral about whether it is easy to understand the basic functions of computers, operate them, use them in teaching and simplify teaching task.
Pre-service teachers' perceptions of the compatibility of computers were somewhat positive with an overall mean score of 3.54 (SD = 0.47). While the majority of respondents indicated that computer use suits their students' learning preferences and level of computer knowledge and is appropriate for chemistry teaching and learning, as well fitting well in their curriculum goals, the majority reported that class time is too limited for computer use.
Table 3. Distribution of mean scores on the ICT attributes scale
Scale Percent (%) Mean SD
SA A N D SD
Advantage 15.1 44.9 23.6 13.0 3.4 3.55 0.63
Compatibility 10.9 49.4 25.2 12.0 2.6 3.54 0.47
Complexity 12.7 49.0 20.5 12.7 5.2 3.51 0.59
Observability 36.7 39.9 14.3 7.5 1.6 4.03 0.64
Overall attitude 18.2 46.0 21.3 11.4 3.2 3.65 0.45
SA, strongly agree (1); A, agree (2); N, neutral (3); D, disagree (4); SD, strongly disagree (5).
3.4 Cultural perceptions
As Table 4 illustrated, participants' responses to the 16 items on the Cultural Perceptions scale were somewhat positive (mean = 3.53, SD = 0.38). The majority of the respondents had positive (50.6%) or highly positive (15.6%) perceptions about the relevance of ICT. Notably, most of the respondents indicated that students need to know how to use ICT for their future jobs. Moreover, most of them stated that ICT will contribute to improving their living standard and knowing about ICT earns one the respect of others, as well , it is necessary for us to master ICT in order to meet the need of culture and image development in China. In addition, the majority of the respondents indicated that ICT do not increase their dependence on foreign countries, dehumanize society, or encourage unethical practices. However, half of the responders stated that social issues need to be addressed before implementing ICT in education.
Table 4. Distribution of mean scores on the cultural perceptions scale
Percent (%)
Scale -—- Mean SD
_SA_A_N_D_S2_
Culture perceptions 13.9_45.5._27.5_126_3.5_3.53_0.38
SA, strongly agree (1); A, agree (2); N, neutral (3); D, disagree (4); SD, strongly disagree (5).
3.5 Proportion of variance in pre-service teachers' attitudes explained by the independent variables
To determine the proportion of the variance in the attitudes of pre-service teachers toward ICT in education that could be explained by the selected independent variables, a multiple regression analysis was performed. Following Gay and Airasian's (2000) recommendations, simple correlations (using Pearson and Spearman analyses) were first performed to identify independent variables that individually correlate with the dependent variable (attitudes toward ICT). These variables were used in the multiple regression equation to make a more accurate prediction of the
dependent variable and to show the proportion of variance in the dependent variable explained by the selected independent variables. The independent variables that individually correlated with the dependent variable were: ICT attributes (r = 0.759, p < 0.01), cultural perceptions (r = 0.575 p < 0.01), ICT competence (r = 0.229, p < 0.01). Spearman rank correlations showed that ICT attributes (rS = 0.750, p < 0.01), cultural perceptions (rS= 0.543 p < 0.01) yielded significant relationships with pre-service teachers' attitudes. The summary of the multiple regression results are presented in Tables 5 and 6. The result of t-test statistic indicated that only ICT attributes affect the teachers' attitudes toward ICT at the 0.05 level of significance (F (3.76) = 99.382; p < 0.001) and 58.1% of the variance in ICT attitude was explained by the independent variables included in this study.
Table 5. Analysis of variance 1
Sources Sum of squares DF Mean square F value R2 Adjusted R2 p
Model 11.698 Error 7.885 Total 19.583 3 73 3.899 76 0.108 36.099 0.597 0.581 0.000
Table 6. Multiple regression on dependent variable 1 (ICT attitude)
variable Unstandardized b Standardized b t p
ICT attributes Cultural perceptions ICT competence 0.743 0.191 0.078 0.657 0.141 0.074 6.884 1.442 0.960 0.000 0.154 0.340
4. Discussion and Conclusion
The study investigated the attitudes of pre-service chemistry teachers' attitude toward ICT and the relationship of teachers' attitudes to a selected set of independent variables. Findings from this study suggest that participants had positive attitudes toward ICT in education. the degree is in between "neutral" and "positive". The respondents' positive attitudes were evident within the affective, cognitive and behavioral domains. The participants seemed to have totally accepted the rationale for introducing ICT into schools. Thus, the majority of respondents considered computers as a viable educational tool that has the potential to bring about different improvements to their schools and classrooms. As many theorists have indicated, attitudes can often foretell future decision-making behavior (bandura, 1986). Having formed positive attitudes toward ICT in education, participants are expected to be using ICT in their classrooms once computers become more available to them (Albirini, 2006). In fact, the behavioral subscale of the computer attitude scale showed that the majority of teachers had the intention to learn about computers and to use them in the near future. The finding of research was similar with those of Albirini (2006), Tezci (2009) Hong & Koh (2002), Teo, Chai, Hug & Lee (2008a), Chen (2008), Psillosb and et.al.,(2003), Shapka &Ferrari(2003), Teo(2009) ,Birgin(2010), Khine (2001), Sang (2010).
The findings of the study indicated a very strong positive correlation between teachers' attitudes toward ICT in education and their perceptions of computer attributes. The findings are consistent with Rogers' Innovation Attributes sub-theory. An examination of individual computer attributes shows that respondents were most positive about the observability of computers. However, teachers' perceptions of the complexity of ICT with their current teaching practices were not as positive. The majority of them didn't agree that ICT will simplify the teaching task in the classroom.
ICT competence was the second most important predictor of computer attitudes in this study. ICT competence are fine in general, the degree is in between "little competence" and "moderate competence". including software installation, printer usage, keyboard usage and virus removal, etc. Previous research has pointed to teachers' lack of computer competence as a main barrier to their acceptance and adoption of ICT in developing countries (Al-Oteawi,
2002; Na, 1993; Pelgrum, 2001 Albirini, 2006). The results of the current study support and extend the findings from previous research. The majority of respondents reported having little or no competence in handling most of the computer functions needed by educators. This finding did not support the assumption that teachers with low level of computer competence usually have negative attitudes toward computers (Summers, 1990). On the other hand, the fact that computer competence was significantly related to teachers' attitudes supports the theoretical and empirical arguments made for the importance of computer competence in determining teachers' attitudes toward ICT (Al-Oteawi, 2002; Berner, 2003; Na, 1993; Albirini, 2006, Sang, 2010). In addition, the relationship between computer attitudes and competence suggests that higher computer competence may foster the already positive attitudes of teachers and eventually result in their use of computers within the classroom.
ICT culture perceptions were the third predictor of computer attitudes in this study. The majority of respondents regarded computers as pertinent to both Chinese schools and society and viable means for improving education and standards of living in general. What should not go unnoticed, however, is that the majority of the respondents felt that it is necessary to know how to use computer for their future jobs. In addition, many of the respondents saw that there are more important social issues to be addressed before implementing computers in education. Therefore, it was not a surprise that almost all of the respondents agreed that computers are proliferating too fast. The above conclusion implies that balancing resource allocation among the competing areas of need is a critical issue in developing countries.
Acknowledgement
I would like to express my indebtedness for the participants who gave me their time to complete the surveys. References
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