Doctoral Dissertations

Date of Award

12-1991

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

John I. Matthews

Committee Members

Walter A. Cameron, Clifton P. Campbell, Frank M. Guess

Abstract

The purpose of this study was to (a) analyze the perceived microcomputer literacy of Tennessee technical-education instructors in their use of microcomputers in the 14 state-supported two-year post-secondary institutions and (b) investigate their attitudes toward using microcomputers in instruction. The study examined how the factors of (a) gender, (b) age, (c) service area, (d) teaching experience, and (e) educational level may have influenced the instructors' perceived microcomputer literacy and attitudes toward using microcomputers in technical education. Results of the study provided base-line data concerning the introductory level for implementing a model for training individual technical-education instructors to use microcomputers. All technical-education instructors in two-year community colleges (CC), technical community colleges (TCC), and technical institutes (TI) in Tennessee during school year 1990-1991 were considered as the target population. There were 14 two-year postsecondary state-supported institutions in Tennessee from which the random sample of 193 technical-education instructors were selected. Data were collected by mailed questionnaires. Part A of the questionnaire collected background information such as gender, age, service area, years of teaching experience, educational level, and the level of perceived microcomputer literacy. Part B of the questionnaire was designed to measure technical-education instructors' attitudes toward using microcomputers in technical education. Data collected from this study were analyzed using descriptive and inferential statistics. A one-factor analysis of variance (ANOVA) test was used to investigate whether there was a significant difference in technical-education instructors' attitudes toward using microcomputers. The Chi-square (X2) test was used to determine if there was a significant difference in the level of technical-education instructors' perceived microcomputer literacy. A two-factor analysis of variance test was used to investigate whether there was an interaction with respect to technical-education instructors' attitudes toward using microcomputers. The findings and conclusions of the study were summarized as follows; 1. Most of the technical-education instructors in the institutions were moderate to highly literate and were supportive of implementing the use of microcomputers. 2. Over 80 percent of male or female technical instructors had high to moderate levels of perceived microcomputer literacy. The technical-education instructors with a low level of perceived microcomputer literacy needed individualized instruction to stimulate their interest in microcomputers, become literate in their use, and develop more positive attitudes. 3. Technical-education instructors with a master's degree or beyond had a better knowledge of microcomputers and were likely to show more support for implementing the use of microcomputers than those technical-education instructors with a bachelor's degree or less. 4. Technical instructors serving in computer and engineering areas were moderate to highly literate. Technical-education instructors serving in allied health areas in technical education showed a weak perceived microcomputer literacy and needed help to better understand how to use microcomputers in their instructional programs. 5. Technical instructors who had more than 10 years' teaching experience with a master's or above educational degree showed a more positive attitude toward using microcomputers than those technical-education instructors in other groups. 6. Technical-education instructors in the computer technology department with five to ten years' teaching experience showed more support for implementing the use of microcomputers than those technical-education instructors in other groups.

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