Wang, Yu-Mei (1999) A Comparative Study of Student Teachers' Computer Use During The Practicum. Journal of Educational Technology Systems, 28(2), 171-183
Principle: The study looks at the frequency of computer use by student teachers in their practicum. The study also measures the attitude of the teachers regarding computer usage and the training they received. This study is a comparative research of quantitative nonexperimental design.
Design: The study included two universities, one in Guam and the other in mainland U.S. The students in the Guam university were required to take a three-credit hour stand-alone course. The students attending the U.S. Mainland university were required to take and integrated seven credit hour course. The course included science, mathematics, social studies and instructional technology. The total sample was 120 student teachers, 68 attended the Guam university while the remaining 52 attended the U.S. Mainland university. A questionnaire was developed containing 23 questions with yes/no, multiple choice and Likert-type question. A total of 110 questionnaires were returned with a response rate of 94% from the Guam University and 89% from the U.S. Mainland university.
Independent Variables: The independent variable is the class that the students attended. One being the stand alone computer course and the other being the integrated methods course.
Dependent Variables: The dependent variable is whether or not the computer course impacted to student teachers' computer usage in their practicum. The student teachers' attitudes concerning computer usage were also measured.
Procedures: The student teachers were given a questionnaire.
Results: The study indicated that there was no significant difference in the computer usage between the two groups. The results from the Guam university indicated that 81% of student teacher used the computer in their practicum. While in the U.S. Mainland university 83% of student teachers used the computer in the classroom. The study also reveled that there was no significant difference in the student teachers' attitudes toward computer usage.
Comments: I am interested in this study because I see many new teachers come in to DISD with extremely limited computer knowledge. The study indicated that the greatest impact on computer usage was whether or not the supervising teacher valued computers as an effective teaching tool.