Keywords
computer anxiety
perceived enjoyment
gender
age
How to Cite
Abstract
The current study examines how gender and age effect computer self-efficacy, computer anxiety and perceived enjoyment among Austrian secondary school teachers in the context of working with learning management systems. The survey was answered by 383 teachers in the midst of the Covid-crisis between December 2020 and February 2021. The results show that gender has a significant effect on computer anxiety with female participants experiencing higher levels across all age groups. Furthermore, age emerges to make a difference in computer self-efficacy: young teachers seem to rate their computer skills higher than their older colleagues.
References
Aktağ, I., & Tuzcuoğlu, S. (2016). Turkish students’ computer self-efficacy from colleges of physical education and sports. Journal of Human Sciences, 13, 1770. https://doi.org/10.14687/ijhs.v13i1.3606
Arnold, J., & Brown, H. D. (1999). A map of the terrain. Affect in Language Learning, 1–24.
Awofala, A., Akinoso, S., & Fatade, A. (2017). Attitudes towards Computer and Computer Self-Efficacy as Predictors of Preservice Mathematics Teachers’ Computer Anxiety. Acta Didactica Napocensia, 10, 91–108. https://doi.org/10.24193/adn.10.3.9
Awofala, A., Olabiyi, O., Arigbabu, A., Fatade, A., & Uchenna, N. (2020). Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology, and Mathematics Teachers’ Computer Self-efficacy. Digital Education Review, 36, 51–67. https://doi.org/10.1344/der.2019.36.51-67
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents, (Vol. 5. (p. ::::307-337). Information Age Publishing.
Barker, L., & Aspray, W. (2006). 1 The State of Research on Girls and IT. https://doi.org/10.7551/mitpress/9780262033459.003.0001
Bećirović, S. (2023). Digital Pedagogy. Springer Nature Singapore. https://doi.org/10.1007/978-981-99-0444-0
Brandhofer, G., Miglbauer, M., Fikisz, W., Höfler, E., & Fares, K. (2020). Die Weiterentwicklung des Kompetenzrasters digi.kompP für Pädagog*innen (pp. 51–71). https://doi.org/10.5771/9783748906247-51
Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Longman. https://books.google.at/books?id=jUF0QgAACAAJ
Chua, S., Chen, D.-T., & Wong, A. (1999). Computer anxiety and its correlates: A meta-analysis. Computers in Human Behavior, 15, 609–623. https://doi.org/10.1016/S0747-5632(99)00039-4
Compeau, D. R., & Higgins, C. A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Q., 19(2), 189–211. https://doi.org/10.2307/249688
Davis, F., Bagozzi, R., & Warshaw, P. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35, 982–1003. https://doi.org/10.1287/mnsc.35.8.982
Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
Euler, D., Hasanbegovic, J., Kerres, M., & Seufert, S. (2006). Handbuch der Kompetenzentwicklung für E-Learning Innovationen. Hans Huber Verlag. http://verlag.hanshuber.com/vkat/einzeltitel.php?isbn=3-456-84392-5
Fisher, A., & Margolis, J. (2003). Unlocking the clubhouse: Women in computing. ACM SIGCSE Bulletin, 35, .23. https://doi.org/10.1145/792548.611896
Gabriel, H. (2011). Implementierung von Innovationen in Schulen am Beispiel des Lernmanagementsystems Burgenland. Empirische Analyse auf Mesoebene an Handelsakademien zur Erforschung wesentlicher Einflussfaktoren der Nutzungsintensit.t als zentraler Indikator des Implementierungserfolges. WU Wien.
Gröstenberger, E. (2020). Ist moderner Fremdsprachenunterricht noch „Lehrersache“? Eine empirische Untersuchung zur Frage nach der Wichtigkeit der Schule und der Lehrperson angesichts der zunehmenden Digitalisierung des Fremdsprachenunterrichts. Phpublico, 06, 47–53.
He, J., & Freeman, L. (2010). Understanding the Formation of General Computer Self-Efficacy. Communications of the Association for Information Systems, 26, 225–244. https://doi.org/10.17705/1CAIS.02612
Lerhpersonen in Österreich. (2023). Statistik Austria. https://www.statistik.at/statistiken/bevoelkerung-und-soziales/bildung/lehrpersonen
Mcgrail, E. (2005). Teachers, Technology, and Change: English Teachers’ Perspectives. Journal of Technology and Teacher Education, 13.
Mcilroy, D., Bunting, B., Tierney, K., & Gordon, M. (2001). Relation of gender and background experience to self-reported computing anxieties and cognitions. Computers in Human Behavior, 17, 21–33. https://doi.org/10.1016/S0747-5632(00)00037-6
Mendieta, J. (2012). Blended learning and the language teacher: A literature review. Colombian Applied Linguistics Journal, 14, 163–180. https://doi.org/10.14483/udistrital.jour.calj.2012.2.a10
Moradi Rekabdarkolaei, S., & Amuei, F. (2008). Evaluation of ICT literacy differences in trainee student teachers from the view of sexuality. Campus-Wide Information Systems, 25(3), 176–188. https://doi.org/10.1108/10650740810886349
National Education Report Austria 2021. (2021). Federal Ministry of Education, Science and Research (BMBWF).
Oxford, R. L. (1999). Anxiety and the Language Learner: New Insights. Affect in Language Learning, 58–67.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Simsek, A. (2011). The Relationship between Computer Anxiety and Computer Self-Efficacy. Contemporary Educational Technology, 2. https://doi.org/10.30935/cedtech/6052
Sultan, S., & Kanwal, F. (2017). Personal Attributes Contributing to Computer Anxiety and Computer Self-Efficacy among Distance Learners.
Teo, T. (2008). Assessing the computer attitudes of students: An Asian perspective. Computers in Human Behavior, 24, 1634–1642. https://doi.org/10.1016/j.chb.2007.06.004
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39, 273–315.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly: Management Information Systems, 27(3), 425–478.
Volman, M., Eck, E., Heemskerk, I., & Kuiper, E. (2005). New Technologies, New Differences. Gender and Ethnic Differences in Pupils’ Use of ICT in Primary and Secondary Education. Computers & Education, 45, 35–55. https://doi.org/10.1016/j.compedu.2004.03.001
William Sugar, Frank Crawley, & Bethann Fine. (2004). Examining Teachers’ Decisions To Adopt New Technology. Journal of Educational Technology & Society, 7(4), 201–213. JSTOR.