Distinctions between Computer Self-Efficacy of Pupils and Teachers in Elementary School

Tomislav Topolovčan, Milan Matijević, University of Zagreb, Croatia

Abstract

The aim of this study was to establish whether there are differences between the computer self-efficacy of pupils and teachers (N = 507) in the context of the classroom, as a developing workplace of the teacher in elementary education. The survey covered 184 teachers and 323 pupils in elementary school. The results show that there is no statistically significant difference in the Basic Computer Skills dimension. In other words, both pupils and teachers assess their own self-efficacy in Basic Computer Skills equally. Further, the results show a statistically significant difference of the medium effect size in Media-Related Skills. In other words, pupils assess their self-efficacy in this dimension higher than the teachers. The results also reveal a statistically significant difference in the medium effect size concerning the self-efficacy dimension of Web-Based Skills, i.e. the pupils’ assessment of self-efficacy in the skill of internet use is higher than the teachers’ assessment of self-efficacy in the same area. The results also show that pupils generally assess their computer self-efficacy more highly than the teachers do, which may be explained by the fact that these pupils are digital natives, belonging to what is known as the Net Generation, while their teachers are known as digital immigrants. This paper explains the implications of these results for modern multimedia student-centred classes, and the role of the pupil and teacher in such classes.

Abstract in Croatian

Cilj istraživanja je bio utvrditi postoje li razlike u računalnoj samodjelotvornosti učenika i učitelja (N = 507) u kontekstu nastave kao razvojnog radnog mjesta učitelja u osnovnom obrazovanju. Istraživanje je provedeno na 184 učitelja i 323 učenika osnovne škole. Rezultati su pokazali da ne postoji statistički značajna razlika u dimenziji Temeljne računalne vještine, tj. učenici i učitelji podjednako procjenjuju vlastitu samodjelotvornost Temeljnih računalnih vještina. Nadalje, pokazalo se da postoji statistički značajna razlika srednje veličine učinka u Vještinama korištenja računalnih programa, odnosno učenici svoju samodjelotvornost u ovoj dimenziji procjenjuju višom od učitelja. Također, pokazalo se da postoji statistički značajna razlika srednje veličine učinka u pogledu dimenzije Vještine korištenja interneta, tj. učenici, tj. učenici svoju samodjelotvornost vještina korištenja interneta procjenjuju višom nego učitelji. Osim toga, rezultati ukazuju da učenici generalno procjenjuju svoju računalnu samodjelotvornost višom nego što ju procjenjuju učitelji, što se može objasniti time što su ovi učenici digitalni urođenici, odnosno učenici koji se nazivaju net generacijom, dok su njihovi učitelji ono što se naziva digitalnim doseljenicima. U skladu s tim rezultatima u radu se objašnjavaju implikacije koje oni imaju u suvremenoj multimedijskoj nastavi usmjerenoj na učenika te ulogu učenika i učitelja u njoj.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, internet, collaborative learning, learning management system, MOOC, interaction, LMS,

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