E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The purpose of this study is to examine adult learners’ and educators’ use of computer technology for language learning. Adult learner participants in this study consisted of students enrolled in courses at language learning institutions. Adult educator participants in this study consisted of instructors at language learning institutions. Results from the Learner Questionnaire and the Educator Questionnaire indicate that both adult learners and adult educators demonstrate positive attitudes towards the use of computer technology for language learning in a face-to-face classroom context. This study addresses the following research question: What are the attitudes of adult learners and educators towards the use of computer technology for language learning?
Corona, S. & Kavousi, S. (2012). Unleashing the Potential: Learner and Educator Attitudes Towards Computer Technology Use. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 937-940). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/41715/.
© 2012 Association for the Advancement of Computing in Education (AACE)
- Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass Publishers.
- Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.
- Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum.
- Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology integration through professional learning community. Journal of Educational Computing Research, 44 (1), 59-82.
- Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in higher school classrooms: Explaining an apparent paradox. American Educational Journal, 38(4), 813-834.
- Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101(3), 261-315.
- Jaber, W.E., & Moore, D.M. (1999). A survey of factors which influence teachers’ use of computer-based technology. International Journal of Instructional Media, 26(3), 253-266.
- Ktoridou, D., & Eteokleous-Grigoriou, N. (2011). Developing digital immigrants’ computer literacy: The case of unemployed women. Campus-Wide Information Systems, 28(3), 154-163.
- Lowerison, G., Sclater, J., Schmid R., & Abrami, P. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers& Education 47(4), 465–489.
- Milliken, J., & Barnes, L.P. (2002). Teaching and technology in higher education: Student perceptions and personal reflections. Computers& Education, 39(3), 223-235.
- Sam, H., Othman, A., & Nordin, Z. (2005). Computer self-efficacy, computer anxiety, and attitudes toward the Internet: A study among undergraduates in Unimas. Educational Technology& Society, 8(4), 205-219.
- Shieh, R.S., Chang, S., & Liu, E.Z. (2011). A case study of low-status women’s attitudes towards computers. Educational Studies, 37(2), 233-243.
- Shuell, T.J., & Farber, S.L. (2001). Student perceptions of technology use in college courses. Journal of Educational Computing Research, 24(2), 119-138.
- Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-207.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.