COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS
; Fakultet organizacije i informatike, Sveučilište u Zagrebu, Varaždin, Hrvatska
Valentina Kirinić ; Fakultet organizacije i informatike, Sveučilište u Zagrebu, Varaždin, Hrvatska
Vesna Dušak ; Fakultet organizacije i informatike, Sveučilište u Zagrebu, Varaždin, Hrvatska
APA 6th Edition
Vidaček-Hainš, V., Kirinić, V. i Dušak, V. (2009). COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS. Informatologia, 42 (1), 30-37. Preuzeto s https://hrcak.srce.hr/34429
MLA 8th Edition
Vidaček-Hainš, Violeta, et al. "COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS." Informatologia, vol. 42, br. 1, 2009, str. 30-37. https://hrcak.srce.hr/34429. Citirano 17.01.2022.
Chicago 17th Edition
Vidaček-Hainš, Violeta, Valentina Kirinić i Vesna Dušak. "COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS." Informatologia 42, br. 1 (2009): 30-37. https://hrcak.srce.hr/34429
Vidaček-Hainš, V., Kirinić, V., i Dušak, V. (2009). 'COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS', Informatologia, 42(1), str. 30-37. Preuzeto s: https://hrcak.srce.hr/34429 (Datum pristupa: 17.01.2022.)
Vidaček-Hainš V, Kirinić V, Dušak V. COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS. Informatologia [Internet]. 2009 [pristupljeno 17.01.2022.];42(1):30-37. Dostupno na: https://hrcak.srce.hr/34429
V. Vidaček-Hainš, V. Kirinić i V. Dušak, "COMPUTER ATTITUDES AND COMPUTER LITERACY LEVELS RELATIONSHIPS", Informatologia, vol.42, br. 1, str. 30-37, 2009. [Online]. Dostupno na: https://hrcak.srce.hr/34429. [Citirano: 17.01.2022.]
Increasing numbers of educational strategies are appearing which emphasize the importance and role in the use of ICT (information and computer technology). It has therefore become necessary to create foundations for reaching early computer literacy in the educational curricula of pre-school children. Since problems and doubts in the justification of computer use by pre-school children are so frequently emphasized, children's attitudes towards using them are important as is the provision of an adequate, encouraging and well-directed environment (social agents). It is particularly important for this age group that foundations for recognizing the computer are set up regarding such use as not just a source of entertainment but as a means of work and learning whilst taking into consideration that children should, at the same time, enjoy this work. This paper presents results concerning the attitudes of pre-school children aged between 5.5 and 6.5 towards using computers and, in particular, the elements of computer importance, computer enjoyment and their relative creative tendencies. Technology, in terms of the children’s’ computer literacy, was questioned using elements including the Windows operating system commands, window manipulation, keyboard use etc. The Social environment (social agents linked to the use of the computer by pre-school children) have been analyzed as a source of initial knowledge about the computer using such questions as: “Who has taught you how to use the computer?” The results achieved by questioning the children’s’ computer attitudes show that they like using computers, they consider it a very important means of learning and think that possessing computer skills will help them get a better job in the future. The most common sources of initial computer knowledge include input from parents, siblings and friends, a few children learned how to use the computer by themselves. The results of the computer literacy assessment show that children possess a level of basic knowledge expected of this age group. Inter-correlation among the questioned variables show there to be a statistically significant correlation among the computer literacy level, computer importance and computer enjoyment initiated by the social agents.
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