Students valuation of the use of computers in education

B.G. Doornekamp

    Research output: Contribution to journalArticleAcademicpeer-review

    9 Citations (Scopus)
    83 Downloads (Pure)

    Abstract

    Two schools for general secondary education in Enschede, The Netherlands took part in a 4-yr Technology-enriched Schools project. One of the research questions in this project was the valuation by the students of the use of computers in education. It was hypothesized that this valuation would be influenced by factors which deal with the perception of the student, the use of computers in teachinglearning situations, the circumstances in which the computers are used, and background information on the students. It was also hypothesized that the frequent use of computers in education could make the students less enthusiastic about computers. The research questions were investigated by means of two instruments with identical content: a paper-and-pencil questionnaire and a computerized questionnaire. The questionnaire was administered to 816 students. About 20% of the students had had considerable experience with computers outside of school-hours. Results show that some students had used the computer at school very frequently. There was no evidence found in this study that students with much computer experience at school valued the use of computers in education differently than did students who had little experience. The intensity with which the computers were used by the teachers of the technology-enriched schools did not have a restraining influence on the enthusiasm and the motivation of the students.
    Original languageUndefined
    Pages (from-to)103-113
    Number of pages11
    JournalComputers & education
    Volume21
    Issue number1/2
    DOIs
    Publication statusPublished - 1993

    Keywords

    • METIS-135005
    • IR-26354

    Cite this

    Doornekamp, B.G. / Students valuation of the use of computers in education. In: Computers & education. 1993 ; Vol. 21, No. 1/2. pp. 103-113.
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    Students valuation of the use of computers in education. / Doornekamp, B.G.

    In: Computers & education, Vol. 21, No. 1/2, 1993, p. 103-113.

    Research output: Contribution to journalArticleAcademicpeer-review

    TY - JOUR

    T1 - Students valuation of the use of computers in education

    AU - Doornekamp, B.G.

    PY - 1993

    Y1 - 1993

    N2 - Two schools for general secondary education in Enschede, The Netherlands took part in a 4-yr Technology-enriched Schools project. One of the research questions in this project was the valuation by the students of the use of computers in education. It was hypothesized that this valuation would be influenced by factors which deal with the perception of the student, the use of computers in teachinglearning situations, the circumstances in which the computers are used, and background information on the students. It was also hypothesized that the frequent use of computers in education could make the students less enthusiastic about computers. The research questions were investigated by means of two instruments with identical content: a paper-and-pencil questionnaire and a computerized questionnaire. The questionnaire was administered to 816 students. About 20% of the students had had considerable experience with computers outside of school-hours. Results show that some students had used the computer at school very frequently. There was no evidence found in this study that students with much computer experience at school valued the use of computers in education differently than did students who had little experience. The intensity with which the computers were used by the teachers of the technology-enriched schools did not have a restraining influence on the enthusiasm and the motivation of the students.

    AB - Two schools for general secondary education in Enschede, The Netherlands took part in a 4-yr Technology-enriched Schools project. One of the research questions in this project was the valuation by the students of the use of computers in education. It was hypothesized that this valuation would be influenced by factors which deal with the perception of the student, the use of computers in teachinglearning situations, the circumstances in which the computers are used, and background information on the students. It was also hypothesized that the frequent use of computers in education could make the students less enthusiastic about computers. The research questions were investigated by means of two instruments with identical content: a paper-and-pencil questionnaire and a computerized questionnaire. The questionnaire was administered to 816 students. About 20% of the students had had considerable experience with computers outside of school-hours. Results show that some students had used the computer at school very frequently. There was no evidence found in this study that students with much computer experience at school valued the use of computers in education differently than did students who had little experience. The intensity with which the computers were used by the teachers of the technology-enriched schools did not have a restraining influence on the enthusiasm and the motivation of the students.

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