Effect of One-Day Training in Digital Storytelling on Teachers’ Anxiety Toward

Computers

TCEA Research SymposiumFebruary 5, 2007

Janice Wilson ButlerJuan Chavez, Jr.Rene Corbeil

University of Texas at Brownsville

Overview

• Yada, yada, yada

• Anecdotal evidence

• Study

• Methods/Results

• Q & A

Background

• Historical background of research

– Anecdotal credence in Photo Story 3 – Wide-appeal (ages, expertise)– Price is right– Learning curve is right– Usability– Powerful fun factor

• Changing world and technology literacy• Infrastructure in place• But – many computers gathering dust

• Technology in room of teacher has not translated into technology in hands of students

• Technophobia, fear of computers,

inhibits willingness to use

• Age sometimes determines anxiety level

“Natives” and “Immigrants”

• Marc Prenksy coined these terms• Students think and process information differently • “Native speakers” of the digital language • We are “Digital Immigrants” – we retain accent• Big discontinuity • “Digital Native” methodology needed• Will require technology usage – at student level

– http://www.marcprensky.com

Method/Results

• 16 elementary teachers • 100% female• 87.5% Hispanic• Experience: less than 1 year to >20 years• Early childhood – fourth grade• Send us the worst and we will convert them• All expressed anxiety - friendly, scared, hostile

• Pre-assessment administered in morning

• Training for full day

• Post-assessment administered in afternoon

Method/Results cont’d.

Method/Results cont’d.

• Computer Anxiety Rating Scale• Validated in the late 80s by Rosen & Weil• Created to identify technophobics• Yields Total Anxiety and three factors

– Interactive Computer Learning Anxiety– Consumer Technology Anxiety– Observational Computer Learning Anxiety

Method/Results cont’d.

– 20 questions Likert scale rating nervousness– Not at all, a little, a fair amount, much, very much

• Anxiety about computers• Role of computers in society• Computer programming• Computer use• Consumer uses of technology• Problems with computers

• t-test for paired samples• Total score - combined results of all 20 items• Factor score generated for three factors• Ninety-five percent confidence level (p < .05) for

statistical significance• Effect size exceeding one third of a standard

deviation considered educationally meaningful.

Method/Results cont’d.

Method/Results cont’d.

• Total Computer Anxiety was statistically significantly lower after completing the one-day training in digital storytelling – (p = .030).

• The obtained effect size was almost three-quarters of one standard deviation (d = 0.72), inferring that the difference favoring Total Computer Anxiety after one-day training in digital storytelling was also educationally meaningful.

Method/Results cont’d.

• Interactive Computer Learning Anxiety was not statistically significantly lower after completing the one-day training in digital storytelling – (p = .053).

• However, the obtained effect size (d = 0.68), infers that the difference favoring Interactive Computer Learning Anxiety after one-day training in digital storytelling was educationally meaningful.

Method/Results cont’d.

• Consumer Technology Anxiety was statistically significantly lower after completing the one-day training in digital storytelling – (p = .014).

• The obtained effect size was slightly more than one standard deviation (d = 0.52), inferring that the difference favoring Consumer Technology Anxiety after one-day training in digital storytelling was also educationally meaningful.

Method/Results cont’d.

• Observational Computer Learning Anxiety was not statistically significantly lower after completing the one-day training in digital storytelling –

(p = .111).

• However, the obtained effect size was greater than one-third of one standard deviation (d = 0.41), infers that the difference favoring Observational Computer Learning Anxiety after one-day training in digital storytelling was educationally meaningful.

Limitations

• No control group• Small sample size• Short duration of training• Lack of longitudinal perspective• Self-reporting errors• “Half-life” of instrument

Summary

• Using digital storytelling for training teachers may decrease anxiety

• Decreasing anxiety may increase willingness to use

• More studies needed

Q and A

• http://gemini.utb.edu/jbutler