Explaining computer use among preservice teachers: Towards the development of a richer conceptual model incorporating experience, demographic, motivation, personality, and learning style clusters of variables.

Date of Award


Publication Type

Doctoral Thesis

Degree Name





Education, Curriculum and Instruction.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


Despite the professional training that North American teachers receive, many believe they are not well prepared to implement computer technology in their classrooms (Industry Canada, 2003; The CEO Forum, 2001). Educational computing research has failed to provide conceptually integrated frameworks and theories that can best predict or explain the factors that facilitate computer use, whether in a computer course or for general purposes. The conceptual framework that emerged in this study incorporated specific determinants of computer use---demographics, experience, learning style, motivation, and personality---for new teachers that represent prominent themes in theories of human motivation and decision making. However, among the twenty-one variables that constituted these five clusters, experience, intrinsic motivation, program of study, gender, familiarity with computer terminology, and educational level were the only significant predictors of computer use. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2006 .Z642. Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2455. Thesis (Ph.D.)--University of Windsor (Canada), 2006.