A case for ubiquitous, integrated computing in teacher education

Abstract The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers' computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and perceived control (self-efficacy), but not in affective and cognitive attitudes. In addition, there was a significant improvement in all 10 computer ability areas (operating systems, communication, World Wide Web, word processing, spreadsheets, database, graphics, multimedia, web page design, and programming). Finally, pre-service teachers used laptop computers significantly more in a university setting than in their field placements

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