Knowledge, Commitment, and Attitudes of Home Economics Faculty Toward Computers

The number of years teaching and computer experience had a positive effect on both computer knowledge and commitment scores, and an overall goal for computer instruction should include the affective domain.

Abstract

This research assessed attitudes, knowledge, and commitment of home econom ics faculty toward computers as educational tools. It utilized a national survey (n = 719) of faculty from member institutions of the Association of Administrators of Home Economics in State Universities and Land Grant Colleges and the National Council of Administrators of Home Economics. Data analyses showed no signif icant differences in attitudes attributable to gender, computer programming ex perience, computer ownership, age, number of years teaching, or number of computer classes taken. No significant differences in computer knowledge could be attributed to gender. The number of years teaching and computer experience had a positive effect on both computer knowledge and commitment scores. As attitudes were positive, but not strongly positive, an overall goal for computer instruction should include the affective domain. Learning experience should be designed for groups at various levels of computer competence. Respondents repeatedly cited lack of appropriate software as a deterrent to classroom use.