Reference: APA Format

Lee Ann Corbin CECS 5610.030 Summer 2006 Dr. Knezek 4/27/2018 Assignment 1: Summary of Research Article Reference: Johnson, G.M. & Howell, A.J. (2005). Attitude Toward Instructional Technology Following Required versus Optional WebCT Usage. Journal of Technology and Teacher Education, 13(4), 643-654.

Abstract: The purpose of this experiment was to study mechanisms which assist improvement in pre-service teacher attitude toward instructional applications of computer technology. The researchers hoped to prove that requiring pre-service teachers to use WebCT would demonstrate greater improvement in attitude toward instructional technology.

Design: Three sections of undergraduate students (124) enrolled in an educational psychology course participated. All course sections were taught by the same teacher and used WebCT tools to access My Grades and Content Module. Grades and course materials could also be obtained from the instructor. One section, chosen randomly, was required to use the WebCT Discussions tool. This group was given five required course assignments that could only be completed using online peer discussion.

Independent Variables: One group of students required to use WebCT Discussion tool and another group for which WebCT use was not required.

Dependent Variable: The measures to be compared were the change in attitude toward instructional technology from pre-course to post-course.

Procedures: Prior to starting the course, students completed a ten-item questionnaire that accessed demographics, attitude toward instructional technology, and teaching. The Track Student WebCT function was used to examine differences between students in regard to how frequently they accessed WebCT Content Module (optional for all students) which contained presentations, exam information, and supplemental course material. At the end of the course, students rated the same ten items presented in the pre-course questionnaire.

Results: Pre-course ratings showed no significant difference between the two groups and attitude toward instructional technology was moderately favorable. The post-course results across both groups showed significant increases in favorable attitudes toward instructional technology in seven of the ten items. Three items showed that students who were required to use WebCT showed a greater change in attitude than those in the optional-use group. A significant relationship emerged between the number of times a student accessed content pages and the overall index of change in attitude toward instructional technology.

ATTITUDE CHANGE All Students WebCT Required WebCT Not Required Pre-Course M=4.69, SD=0.81 M=4.65, SD=0.65 M=4.74, SD=0.83 Post-Course M=5.07, SD=0.89 M=5.14, SD=0.80 M=4.98, SD=0.87 Comments: Those involved in the promotion of instructional technology would find this study interesting because requiring technology had a positive impact on attitudes. The required use of WebCT for online discussions could be applied to teacher preparation programs in order to facilitate future use of instructional technology both in the classroom and with peers. Instruction which uses technology can enhance the learning environment and actively engage the learners.