2nd International Scientific Conference, The Conference for the contribution of

Information Technology to Science, Economy, Society and Education, TEI of

Piraeus and University of Paisley, Athens, 22 -23 September 2007

Attitudes and perceptions of candidate

engineering educators for the use of
Computers in the teaching procedure.

M.Gr. Vrachopoulos1, A. Pamouktsoglou2, O. Kalouri3 & A.E. Filios3

1
Dpt. of Mechanical Engineering, HIT, Euboea, Hellas
Tel: +30 2228099661, Fax: +30 2228099660, E-mail: mvrachop@central.ntua.gr
2
Dpt. of Pedagogic institute, Attiki, Hellas
Tel: +12 345678905, Fax: +12 345678901, E-mail: anpamou@yahoo.gr
3
Dpt. of Education, ASPETE, Heraclion Attiki, Hellas
Tel: +30 2102896837, Fax: +30 2102896838, E-mail: rkalouri@otenet.gr,
4
Dpt. of Mechanical Engineering, ASPETE, Heraclion Attiki, Hellas
Tel: +30 2102896837, Fax: +30 2102896838, E-mail: fmtulab@otenet.gr

Abstract
We know that teachers are usually suspicious towards any effort of change and
any new element concerning their work (Hargeaves, 1995).
In the present research we try to determine the attitude and the perceptions of
teachers of technological education toward the new technologies and particularly in
the computer technology, as a tool for teaching and learning.
The interest of this research springs from the fact that by recording the attitudes
of candidate engineering teachers toward computer technology, we will be in
position to also determine the best ways to teach computers as a school course, or
even in what ways this technology can be used during the teaching procedure.
We also prove the relation that exists between the positive or negative attitudes
towards computers and the socio-economic characteristics of engineering teachers
and their familiarization, knowledge, pastime and education concerning new
technologies.

1. Introduction

It is known that even if the technology, and more specifically the information
technology, offers easier access in the knowledge, individualization of teaching,
more effective learning, easier monitoring of students, attribution of bigger volume
of offered knowledge and more rapid and from distance of learning and that it leads

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 2nd International Scientific Conference, The Conference for the contribution of
Information Technology to Science, Economy, Society and Education, TEI of
Piraeus and University of Paisley, Athens, 22 -23 September 2007
more to the self-activity of student, the teachers usually present itself circumspect
toward each effort of each change and in new that enter in their work (Hargeaves,
1995).
Also the use of Information and Communication Technologies (ICT), in the
educational process does not follow by definition (a priori) or from their contribution
to the creation of learning environments for the implementation of contemporary
pedagogical aims. They are frequently set in the contexts of the lesson reproducing
traditional practices, which include accumulation of information, passive reception,
by the student and behaviorist structure. For this reason efficient evaluation of them
must be based on theoretical keystones with clearly defined teaching principles
(Spiro et al, 1990).
Information and communications technology (ICT) in its various uses is an
emergent artefact in education. Computers are in schools, in classrooms, in
teachers’ workplaces, in principals’ and janitors’ offices. Expectations of the use of
ICTs in education are high: on a policy level, economic and societal development is
portrayed as contingent upon the ability to exploit the potential of new technologies
to educate a highly competent and flexible workforce, and to provide solutions to
educational challenges such as equal opportunity, assessment and control, lifelong
learning and inclusion (OECD, 2001). Pelgrum and Law (2003) assert that although
case studies from the International Association for the Evaluation of Educational
Achievement (IEA) and OECD report that innovative educational practices have
been developed using ICT, the effects on educational systems are not visible, and
many obstacles remain.
Also in the their report Venezky and Davis (OECD, 2002, p. 16) argue that ‘the very
power of ICT is its flexibility, its adaptability to any set of sequential procedures,
which means that it can be adapted as easily to support teacher centred instruction
as it can for student centred’. On the level of the individual learner, ICT holds the
promise of leveraging the learning processes of students by providing learning
environments that enable students to learn better, more or differently; by spurring
increased engagement and motivation on the part of the students; and by enabling
learners to work with complex concepts in concrete, tangible ways (OECD, 2001).
There seems to be a considerable gap between intentions expressed in educational
policies and substantial changes on all three levels.

2. Computers and Education

It is possible to identify a number of pedagogies in the use of computers in

education. Three main groups are reduced by Lajoie and Derry (1993). The first
pedagogical 'camp' identified by Lajoie and Derry is that of intelligent an tutoring
system which has grown from early attempts to design computer aided learning in
which the computer is able to detect degrees of correctness in students' responses
and to diagnose and deliver further learning accordingly. This tradition has been
strongly influenced by behaviourism. A second 'camp' is cognitive in origin and sees
the computer as a cognitive tool. This tradition derives from student-centred or
discovery learning and is first and most convincingly advocated by Papert (1980).
Papert describes the power of a computer-based environment or micro world—
logo—to enable learners to explore and discover mathematics. These two 'camps'

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 2nd International Scientific Conference, The Conference for the contribution of
Information Technology to Science, Economy, Society and Education, TEI of
Piraeus and University of Paisley, Athens, 22 -23 September 2007
differ in that the locus of control is with the computer (behaviourist) and with the
learner (cognitive).
The third 'camp' consists of an interesting admixture of the first two. In this
compromise position neither the behaviorist nor the cognitive approach is seen as
exclusively good or bad but rather, each can be applied according to context given
that learning is largely situated in contexts. Since this latter model of heterogeneity
or principled eclecticism has come to the fore in many educational settings it seems
reasonable to apply it in the case of technological teacher education and new
technologies but to do this requires knowledge and understanding of the
pedagogical traditions of teacher education itself.
So, the constructivist theories of learning aim at the active involvement of the
student in the investigation of the topic, and the construction of knowledge based on
previous knowledge and experience. Emphasis is given to the development of skills,
on the one hand for the problem solving, and on the other hand, since social and
cooperative.
Such an emphasis has been given to the importance of reflection in teacher
education that the development of reflectivity or the capacity to reflect is now seen
as central. Nor is this a recent phenomenon since Dewey (1910, 1933)
distinguished between 'routine action' and 'reflective action'. These ideas are
developed, refined and reformulated by modern writers so that new schools of
thought on reflection emerge (Schön, 1987). It is difficult to identify other significant
pedagogical principles in technological teacher education although multiple
understandings of reflection are evident and many different models claim to derive
from this single concept.
At an institutional level, ICT is often portrayed as a vehicle for change and
innovation (Pelgrum & Law, 2003). However, this is a contested view; educational
practice appears reluctant to change.
Considering that important role in the teaching of technological courses it could play
the PC, we investigate in the present work the attitude and perception of candidate
engineering teachers as for the possibility of use of [IY] at the teaching of courses of
speciality and the positive or negative assessment that makes for the PC as tool of
teaching and learning.

2.1 Investigated frame

As objective of present is fixed the determination of attitudes and perceptions the

practicing and potential educational technicians of engineering of toward the
technology of PC as means and tool for the teaching and the learning. The
calculating support of learning constitutes inquiring objective of not only her science
of information technology of but also science of pedagogic with the wide
significance that could be attributed in this project. It is clarified that as attitude is
fixed “a intellectual or nervous situation of readiness organized via the experiences
that practice governing or dynamic effect in reflect of the individual to the all objects
and the situations with which she relates” (Chantzi, 1992: 43)
Our interest is focused in the recording of attitude educational engineering toward to
PC and in her cross-correlation with the socio-economic characteristics of our

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 2nd International Scientific Conference, The Conference for the contribution of
Information Technology to Science, Economy, Society and Education, TEI of
Piraeus and University of Paisley, Athens, 22 -23 September 2007
population as well as the familiarization, knowledge, pastime and education in their
PC.
Even if already have been realised researches that analyze the relations and the
attitudes of students toward the new technologies and which the conclusions of
facilitated to us in the formulation and syntax of our questionnaire (Vasilou-
Papageorgiou et Haramis, 1997), the originality of present research lies in the make
that we investigate the attitude of individuals that from preamble has direct relation,
from the study and the profession (mechanical engineers) with the technology.
Our research becomes with suitably structured questionnaire, the data of which
have processed with methods of multikriteria analysis

3. Research results

With regard to in the attitude the practicing and potential mechanical engineering
teachers toward the use of PC for the teaching and the learning, we can observe on
one side that she is presented independent their “professional” situation, potential or
practicing teachers.
Simultaneously important is the difference that is presented in connection with the
sex asked. The women, age of 25-35 years present itself in important percentage
(82%) more negative in the use of PC in the teaching, even if as they report “they
offer in the students direct and realistic perception of mechanical engineering
object.
With very low degree of cross-correlation between t o sex and the age, we realize
that the 87,4% of investigated population report as important advantages, at order
of priority, the use of computers in the educational process following
1. facilitation teaching as for the organisation of teaching
2. possibility of individualization of teaching
3. possibility of control of instructive effectiveness daily, with simpler, fast and
precise way.
4. easier and reliable evaluation of students
In the question that concerned the use of new technologies in the school, the
picture of sample is impressed in following, fig 1.
We realise that in their big majority the mechanical engineers teachers come out
itself positively as for their PC and their likely use in the education.
Through our questionnaire was not realised difference as for the attitude toward to
PC’s in combination various parameters, as the knowledge of foreigner language,
the instructive and professional experience, the environment of origin and the
geographic space of origin. On the contrary, was realised important degree of
cross-correlation between the record at the duration of study and the positive
attitude toward to PC’s. We in consequence risk the affair of high record also in the
course of PC at the duration of study, course which is included in the all programs
of mechanical engineering study all departments of third degree education, and her
from this of positive picture for their PC in the teaching.
Characteristic however and particularly interest is the make that even if the
investigated population comes out itself positively for the support of teaching with
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 2nd International Scientific Conference, The Conference for the contribution of
Information Technology to Science, Economy, Society and Education, TEI of
Piraeus and University of Paisley, Athens, 22 -23 September 2007
PC, the total of almost population our (92,5%) it does not know the instructive
parcels that circulate already in the space, or these are addressed as auxiliary
means in the teaching of courses of his speciality or in the teaching of courses of
other specialties. If anyone searching in the web page of Pedagogic Institute will
observe that are presented enough programs, which would expect no one they are
known in mechanical engineering educational.

ΔIt did not answer I agree I agree up to a point I little agree I disagree

Applied the new are technologies at the educational action in my school?

Do the technologies of information and communications ensure easier

access in the knowledge?
With the new technologies provided the are equality of occasions in the
learning and the access in the occasion?

Does the technology have more positively despite negative results?

Wish the educational does action it is supported main by the new

technologies?

Do I like I read books or magazines with regard to PC?

Are the new technologies difficult for the girls that for the boys?

Is the pastime with the new technologies mainly subject of technicians and
experts?

When I think for new technologies I think mainly for programs PC?

Necessary the new aren't technologies in the education?

It should you are dowered for the PC?

Would the world be better without PC?

0% 10% 20% 30% 40% 50%

Figure 1: Answer of the question that concerned the use of new technologies in the school.

4. Conclusions

Although ICT has been an integral part in the education in the context of teaching
and learning, should be seen as a means of improving efficiency in the educational
process. However, this may be a limited view, given that ICT is changing the very
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 2nd International Scientific Conference, The Conference for the contribution of
Information Technology to Science, Economy, Society and Education, TEI of
Piraeus and University of Paisley, Athens, 22 -23 September 2007
nature of teaching and learning. Also the new technologies, the introduction of ICT
into the classroom has engendered an entirely new and positive dimension to the
art of teaching. Moreover, it has been shown that the use of computers in education
can generally help to improve memory retention, increase motivation and generally
deepen understanding. Yet the use of ICT requires a great deal of investment from
teachers in terms of time, effort and general commitment.
Generally, ICT seems to be encouraging new approaches to working and learning,
and new ways of interacting and number of tech teachers have shown enthusiasm
to learn more about it potential However, not all teachers have welcomed the
widespread introduction of ICT in schools
In our state the great debate is just beginning on how tech teachers should adapt
current teaching skills to accommodate the introduction of ICT. The necessary
changes will be comprehensive, embracing teaching methodology, assessment of
learning, tracking of progress and record keeping, communication, and curriculum
evaluation.
Clearly, tech teacher education needs to facilitate the students’ development of
definite skills and competences, with a focus on the students’ emerging identities as
teachers within current practices.
To become a tech teacher is deeply embedded in the institutional practices of the
school, university and teacher education, and new tools, such as ICTs, may first
and foremost be represented within traditional canons and conventions.
However, future tech teachers use ICTs for a number of purposes in their lives, and
the sociocultural framework alerts the researcher to evidence of alternative figured
worlds and corresponding budding identities that can be seen to be nested within
the answers of student tech teachers. In tech teacher education it is imperative that
such figured worlds are cultivated, allowing for the development of teachers’
identities as potential architects of ‘new worlds’.
Bruner (1990) argues that computers have the capacity to "redefine the natural
limits of human functioning" (p. 21) because they provide new and ever more
powerful tools. However, since the Stone Age, humankind has continually evolved
in this way by integrating each new development with existing patterns.
In order to address some of these key issues, our work try prove the relation that
exists between the positive or negative attitudes towards computers and the socio-
economic characteristics of engineering teachers and their familiarization,
knowledge, pastime and education concerning new technologies.

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Information Technology to Science, Economy, Society and Education, TEI of
Piraeus and University of Paisley, Athens, 22 -23 September 2007
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