Home PublicationsJRTEPast IssuesVolume 31 Number 4

Edited by Diane McGrath, Kansas State University

formerly Journal of Research on Computing in Education

The Effects of Online Multimedia Project Development, Learning Style, and Prior Computer Experiences on Teachers’ Attitudes Toward the Internet and Hypermedia

James Takacs  
West Virginia University

W. Michael Reed
New York University

John G. Wells
West Virginia University

Lynn A. Dombrowski
National White Collar Crime Center

Abstract

This study was based on the effects of a multimedia institute on teachers’ attitudes toward the Internet and hypermedia. Factored in the analysis, in addition to the institute, were the teachers’ learning styles and prior computer-related experiences. It was found that the teacher-developers’ attitudes toward hypermedia changed more than their attitudes toward the Internet. Of the seven Internet domains, the teachers’ Refocusing attitudes increased. Of the seven hypermedia domains, Awareness, Informational, and Management attitudes decreased, and Refocusing attitudes increased. Prior hypermedia-related experience was the strongest predictor of Internet and hypermedia attitudes. Learning style did not have a significant effect on either Internet or hypermedia attitudes.

Contributors

James Takacs is the director of the Center for Teaching and Learning Technologies at West Virginia University. He is a doctoral student at WVU, majoring in instructional technology (curriculum and instruction). W. Michael Reed is a professor and Chair of the Educational Communication and Technology Program at New York University. John G. Wells is an associate professor of technology education at West Virginia University. Lynn A. Dombrowski is a supervisor of curriculum development at the National White Collar Crime Center Training and Research Institute, Morgantown, West Virginia. (Address: Dr. W. Michael Reed, Chair of the Educational Communication and Technology Program, New York University, 239 Greene Street, 305 East Building, New York University, New York, NY 10003; w.michael.reed@nyu.edu.)

A PDF file of the full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number and article name.