Concepto de dimensión humana

In addition to the cognitive measures of learning, Wagner et al., (2005) point out that ICT is known to have affective consequences as well. These can include student motivation and attitudes about a particular school subject, about school in general or learning. As observed in literature review, several studies indicate that the actual usage of computers and effective ICT integration in education is dependent on the attitudes of the users (Naser et al., 2010; Huang and Liaw, 2005; Becker 1994). In this study students’ and teachers’ attitudes were evaluated using likert scales and the results of the two evaluations are presented in tables 4.10 and 4.11 respectively.

147

Table 4.10 Students’ attitudes towards computers

SA A N D SD Mean

I have trouble understanding text, numbers or graphs in computers

- 10.1 - 39.9 50 1.72 I am used to working in a team when

using computers

1.7 14.6 2.2 26.9 54.6 1.84 I use computers to find information

from sources

3.5 17.9 2.3 24.9 51.4 1.14 Learning about computers is a waste

of time

- 1.7 5.1 30.3 62.9 1.46 I think working with computers

would be enjoyable and stimulating.

23.2 71.7 2.3 2.8 - 4.11

N=375 Source: Students’ questionnaires

Table 4.10 is a summary of the likert scale used to measure students’ attitudes towards ICT. The students’ likert scale had five items. In the instrument, students were asked to report their opinions on a five point likert scale calibrated Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A) and Strongly Agree (SA). In analyzing the results, “Strongly Disagree” were rated as 1 while “Strongly Agree” were rated as 5. Majority of the students “strongly agreed” (23.2%) and others “agreed” (71.7%) that “working with computers would be enjoyable and stimulating”. Additionally when the answers given to the two negative statements were reversed, the mean for these negatively worded statements fell on the strongly agree option. From these results it is evident that the sampled schools and the educational system in general need to leverage on the students’ positive attitudes towards ICTs to enhance learners’ active participation in learning processes for effective and positive learning outcomes.

148

When asked whether they worked in teams while utilizing computers, 54.5% students strongly disagreed and 26.9% disagreed to working in teams while utilizing computers in school. One would therefore conclude that the collaborative approach of integrating ICT in learning was rarely used in the sampled schools as reflected by the small number of students who selected strongly agree (1.7 %) and agree (14.6%) to the teamwork approach of ICT use. Considering the value and potential of using collaborative approaches in education, it is imperative that teachers and schools need to invest in pedagogical ICT integration approaches that allow students to collaborate in learning.

Table 4.11 Teachers attitudes towards integration of computers Statement about computers SA

(%)1 A (%)2 N (%)3 D (%)4 SD (%)5 Mean Computer anxiety 2.3

The challenge of teaching with

computers is exciting 21 56 8 6 9 2.3

Anyone can learn to use computers if

they are patient and motivated 53 38 4 5 - 1.6 Learning to operate computers is like

learning any new skill; the more you practice, the better you become

49 36 - 11 4 1.9 I feel apprehensive about working with

computers 19 17 23 21 20 2.9

I have difficulty in understanding the

technical aspects of computers 15 28 6 46 5 3.0

Computer confidence _2.1

It scares me to think that I could cause

149 of information by hitting the wrong key You have to be a genius to understand all the special commands used by most computer programmes

5 9 58 28 3.0

Given an opportunity, I would like to

learn about and use computers 41 40 2 13 4 1.6

It would take too much time to learn

how to use a computer successfully - 15 - 45 42 1.9 Need for training

2.4 I try to keep informed about

technological changes 24 32 25 19 - 2.4

I would like to take part in a computer

course to learn more about computers 60 25 2 10 3 1.3 In-service training courses about

computers should be made compulsory 25 - - 41 32 3.9 I would like to learn more about

computers as teaching aids 31 42 9 18 - 2.1

I don't mind learning about computers

25 37 20 18 - 2.3

Educational impact of computers _2.3

Computers are valuable tools for improving the quality of a child's education

55 19 7 9 10 1.7 Using computers in class leads to more

productivity among students 29 26 3 18 24 2.8

Computers help to teach more

effectively 35 47 8 5 5 1.9

The achievement of students can be increased when using computers for teaching.

39 30 14 9 8 1.7 The more I would use computers in the

class, the less time I would have to concentrate on the (content of the) curriculum.

43 23 - 16 18 3.6

Using a computer in a classroom makes

a subject more interesting 32 42 - 19 7 2.3

150

Table 4.11 tabulates data for the 20 likert-scale items used to measure the attitudes of teachers in four subscales, namely, computer anxiety, computer confidence, need for training, and educational impact of computers. Each subscale contains five items. The original survey with four-point items was modified to have five points. The neutral rating scale is added to gain more precise comments from teachers. The respondents rated their attitudes in using computer technology on the following scale: 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree. Among the 20 survey items, 6 statements of the survey were negatively worded. Scores of these negatively worded statements were reversed and therefore the scores of all the items were consistent. The lower scores indicate that teachers have more positive attitudes and less anxiety towards computers across the four sub-scales.

From the 20 items of the attitude scale, the survey responses were overwhelmingly positive (Table 4.11). In all the four subscales, namely, computer anxiety, computer confidence, need for training, and educational impact of computers, the mean was less than three (3). It is evident from the responses that teachers do not feel apprehensive about working with computers. Additionally, teachers also did not mind undergoing training on ICT use. It is evident that for all the items relating to training, majority of the teachers were receptive to the idea of learning about computers and ICT integration. However, as exemplified in table 4.12, only 16% of the teachers confessed to using the computers effectively.

151

Interestingly, and in contrast to the actual status of computer usage in schools, a substantial number of teachers (84%) agreed with the statement that stated that the educational system should make maximum use of computers. The positive attitudes registered by teachers in the study contrast with findings of a study where secondary school teachers were found to have good backgrounds on ICT but were reported to hold negative attitudes towards school related activities and programmes

(Ndhine et al., 2010).

Considering that teachers just like students in this study exhibited positive attitudes towards ICT, it is important that this is used to leverage capacity for teachers to integrate ICT in learning.