Predicting Preservice Teacher Perceived Computer Use under Differential Access to Resources

Abstract

This study examined the effectiveness of experience-related and value-related factors in predicting preservice teachers' perceived computer use with a class under differential access to four resources: computers, programs, a computer-knowledgeable individual, and an individual to initially teach students how to use a computer. The three experience-related factors were: number of computer courses taken, perceived past computer experience, and success of past experience. The six value-related factors used were the value of computers for preservice teachers': own needs, career, spouse, children, future students, and society in general. The sample consisted of 222 Primary/Junior (junior kindergarten through grade six) preservice teachers who completed a questionnaire. Results indicate that the value of computers for preservice teachers' career and future students were the best predictors of perceived computer use under differential access to the first three resources while value for own needs and, again, value for future students were the best predictors for perceived computer use associated with the fourth resource. None of the experience-related factors, nor the value of computers for spouse, children, or society were significant.