Internal consistency reliabilities for 14 computer attitude scales

A compendium of 14 previously-published instruments for assessing teachers' attitudes toward computers was administered to 621 educators in Texas, Florida, New York, and California during 1995-96. A total of 284 items extracted from 14 previously published instruments, and falling on 32 subscales, were included on the instrument titled the Teachers' Attitude Toward Computers Questionnaire (TAC). Since many of the subscales were a decade old, an initial question to be resolved was whether the scales, as originally, published were still reliable. This article focuses on that question. Positive teacher attitudes toward computers are widely recognized as a necessary condition for effective use of information technology in the classroom (Woodrow, 1992). At least 14 instruments with acceptable measurement properties have been reported in the literature over the past decade (Chu & Spires, 1991; D'Souza, 1992; Francis, 1993; Gardner, Discenza, & Dukes, 1993; Kay, 1993; Knezek & Miyashita, 1994; Loyd & Gressard, 1984; Pelgrum, Janssen Reinen & Plomp, 1993; Woodrow, 1991). This article contains a description of how well each instrument measures what it claims to assess. The question is addressed for three related groups, notably: (a) preservice teachers, (b) practicing K-12 teachers, and (c) teacher educators. INSTRUMENTATION The Teachers' Attitudes Toward Computers Questionnaire (TAC) was used for this research. It is a 10-part composite instrument including 284 items spanning 32 Likert and Semantic Differential subscales (Christensen & Knezek, 1996). The following 14 computer attitude questionnaires contributed to the TAC: Computer Attitude Scale (Gressard & Loyd, 1986) *confidence, liking, anxiety, and usefulness The Computer Use Questionnaire (Griswold, 1983) *awareness Attitudes Toward Computers Scale (Reece & Gable, 1982) *general attitudes toward computers The Computer Survey Scale (Stevens, 1982) *efficacy and anxiety Computer Anxiety Rating Scale (CARS) (Heinssen, Glass, & Knight, 1987) *technical capability, appeal of learning and using computers, being controlled by computers, learning computer skills, traits to overcome anxiety. ATC (Attitudes Toward Computers) (Raub, 1981) *computer usage, computer appreciation, societal impact CAIN (Computer Anxiety Index) (Maurer & Simonson, 1984) *examines avoidance of, negative attitudes toward, caution with, and disinterest in computers (anxiety and comfort) BELCAT (Blombert-Ericson-Lowery Computer Attitude Task) (Erickson, 1987) *attitudes toward learning about computers and towards computers them selves Attitude Toward Computer Scale (Francis, 1993) *affective domain Computer Attitude Measure (CAM) (Kay, 1993) *cognitive (student, personal, general), affective, behavioral (classroom and home), and perceived control components of computerattitudes Computer Attitude Questionnaire (CAQ) (Knezek & Miyashita, 1994) *computer importance, computer enjoyment, computer anxiety, computer seclusion Computer Attitude Items (Pelgrum, Janssen Reinen, & Plomp, 1993) *computer relevance, computer enjoyment Computer Attitudes Scale for Secondary Students (CASS) (Jones & Clarke, 1994) *cognitive, affective and behavioral attitudes E-Mail (D'Souza, 1992) *attitudes toward e-mail Subjects In Texas, Florida, New York, and California, 621 educators completed the TAC during 1995-96. Most were K-12 educators from seven school districts spanning the regions of North, South, East, and West Texas. Small samplings of K-12 educators from California and Florida were included in the group as well. University faculty from two universities in Texas and one from Florida also provided data for the study. Preservice educators from a university in the northern region of Texas and one in the southern region of Texas were also represented. …