Earticle

본 연구는 컴퓨터기반 평가(CBA)의 효율적 사용 제고와 수업설계를 위하여 학생들의 CBA 인지유형과 학업성취도, 성격 5대 유형, 컴퓨터 효능감과의 관련성을 알아보았다. 이를 위해 온라인학습기반 시스템(LMS)을 바탕으로 CBA를 도입 하고 있는 한 대학에서 CBA 수업을 50%이상 수강한 4학년 학생 50명을 대상으로 설문조사를 실시하였다. 그 결과, CBA 인지유형별로 학업성취도 (4년 평균학점)와 5대 성격 유형 간에는 유의미한 차이가 있는 것으로 나타났다. 즉, CBA 적응추 구 유형의 학업성취도(GPA)가 가장 높았고 CBA 불만형/지필선호형의 평균평점이 가장 낮았다. 이와 비슷하게 성격 측면에 서 CBA 적응추구형이 CBA 불만형보다 성실성 점수가 유의미하게 높았다. 또, 성실성, 친화성, 신경성이 높을수록 평균학점 이 높게 나타났다. 본 연구는 CBA인지유형과 학업성취도, 성격 등의 연관성에 관한 최초의 시도라는 연구 의미가 있다.

The purposes of the present study were finding out educational implications and enhancing the efficient use of computer-based assessments (CBA) in class designes. This paper examined associations of CBA perceptional typology, academic achievement, personality, and computer efficacy. Participants were fifty senior students who took more than 50% of CBA classes in a university that introduces online learning-based system (LMS) with CBA. As a result, there were significant differences between CBA types and GPA and between CBA types and personality. In other words, the CBA adjustment type showed the highest GPA score and CBA dissatisfaction/paper test preference type showed the lowest GPA. Similarly, in terms of personality, CBA adjustment typology was significantly higher conscientiousness than other types. CBA dissatisfaction type had the lowest score of conscientiousness. In addition, the higher the level of conscientiousness, agreeableness and neuroticism, the higher the GPA score. This study is meaningful in that it is the first attempt to seek links CBA type with academic achievement and personality.

The growth for the need for technology has not hindered with time. The traditional approach of learning is time consuming, the use of technology has helped students in procuring information at a quicker pace. The traditional approaches towards learning have not been able to keep the pace. E-learning has increased the accessibility by providing information to anyone anytime anywhere and with that it has been cost effective too. Various institutions have implemented similar e-learning platforms so it gives more reason to assess the acceptance of such measures by students. The objective of the study is to explore the attitude of students towards e-learning by using TAM framework and also to assess the influence of computer self-efficacy. The current study was able to establish that computer self-efficacy acts as a mediator between perceived usefulness, perceived ease of use and attitude towards adoption of technology by students. The implications of the study will help the management to understand if the students have accepted e-learning as a platform to learn and whether they wish to use this in future.

향을 미치는지 파악함에 그 목적이 있다. 이론적 고찰을 통해 연구모형과 가설을 설정하고, 설문조 사를 통해 국내 4년제 대학 비서학 전공자를 대상으로 총 203부의 유효한 응답을 수집하여 실증분 석을 실시하였다. 4년제 대학 비서학 전공자의 컴퓨터 자기효능감이 진로결정 자기효능감에 유의한 정(+)의 영향을 미치는 것으로 조사되었다. 컴퓨터 자기효능감에 대해 개인적 특성 학년과 수강한 컴퓨터 과목수는 유의한 집단간 차이를 야기하였다. 비서학 전공자들의 컴퓨터 자기효능감의 증대를 위해서는 학년이 올라감에 따라 제공되는 다양한 컴퓨터 관련 경험, 그 중에서도 컴퓨터 관련 학과목을 적극적으로 수강하도록 지도할 필요가 있다. 진로결정 효능감 제고를 위해서도 컴퓨터 관련 학과목을 적극 수강하고 자격증 취득에 관심 갖도록 지도할 필요가 있다. 아울러, 비서학 전공생들에 대한 진로지도를 전 학년에 걸쳐 지속적으로 강화 유지해야할 필요가 있다.

Due to the change in today's business environment caused by the speed of improvement of information technology, it is becoming more essential than ever for 4-year college office administration majors to be well-prepared in terms of satisfying the requirement and need coming from the current global business society. In the same context it has been also reported that 4-year college office administration majors are quite confused about career planning and decision-making regardless their years in college. Office administration majors' success in career management depends on the level of computer self-efficacy which represents how they are confident about themselves on problem-solving utilizing proper computer knowledge and skills. The main purpose of this study is to investigate the effects of computer self-efficacy on career decision making self-efficacy of 4-year college office administration majors. Statistical analysis has been conducted and found that (1) year in college and the number of computer courses taken were the main two influencing personal attributes to computer self-efficacy, (2) the level of computer self-efficacy influences the level of career decision making self-efficacy, and (3) the basic computer skill related self-efficacy was the most important influencing factor for career decision making self-efficacy and the advanced computer skill related self-efficacy was the second.

21세기 지식 정보 사회에서 컴퓨터 교육은 매우 중요하다. 지금까지 컴퓨터 활용 교육에 대한 연구는 많이 되어 있고, 컴퓨터 활용교육에 대한 자기 효능감 척도들은 많이 개발 되어 있다. 그러나 학생들의 창의성과 논리력 개발을 위하여 컴퓨터 활용 교육보다 컴퓨터 프로그래밍 언어 교육이 더 중요하다. 그리고 컴퓨터 프로그래밍 언어 교육을 위한 자기 효능감 척도를 개발이 미흡하다. 따라서 본 연구에서 컴퓨터 프로그래밍 언어 교육을 위한 자기 효능감 척도를 개발하였다. 본 척도는 컴퓨터 프로그래밍을 할 수 있는 초등학생들을 대상으로 연구하였다. 본 연구 결과 초등학생들을 대상으로 컴퓨터 프로그래밍 교육을 하면 자기 효능감이 높게 나타났다. 본 연구의 결과는 초등학생들을 컴퓨터 프로그래밍 교육을 시키면 매우 타당하다는 결과를 얻었다.

Information and knowledge society in the 21st century computer education is very important. Until now, much research on computer applications in education and training in computer literacy are a lot of self-efficacy scales have been developed. However, the development of students' creativity and reasoning to computer literacy education is more important than education is a computer programming language. And self-efficacy for teaching computer programming language developed measures insufficient. Therefore, in this study, self-efficacy for teaching computer programming language developed scale. This measure is a computer that can be programmed to target elementary school students were investigated. The results of computer programming education for elementary school children who are higher in the self-efficacy. The results of this study are that elementary school students when teaching computer programming that is very reasonable results.

The purpose of this study was to explore the effects of university freshmen's ADHD tendency and computer self-efficacy on their lecture and university satisfaction and to analyze whether or not the mediating effects of their learning behaviors existed on those effects. In 2021, 382 freshmen from a private university in D metropolitan city participated in a survey. Data were collected on students' ADHD tendency, computer self-efficacy, learning behavior, lecture satisfaction, and university satisfaction. The collected data were analyzed through a Structural Equation Model(SEM). The main findings are as follows. First, it was found that the ADHD tendency of freshmen in university had indirect effects on their lecture satisfaction and university satisfaction through learning behavior and computer self-efficacy. Second, it was found that computer self-efficacy not only directly increased lecture satisfaction and university satisfaction but also indirectly increased through learning behavior. The results of this study indicate that it is necessary to support the psychological characteristics such as ADHD tendency and digital literacy ability such as computer self-efficacy of university freshmen to improve their university adaptation in "with Corona" when online classes become routine in universities.

Researchers have been continuously interested in the adoption of information technology (IT) since it is of great importance to the information systems success and it is also an important stage to the success. Adoption alone, however, does not ensure information systems success because it does not necessarily lead to achieving organizational or individual objectives. When an organization or an individual decide to adopt certain information technologies, they have objectives to accomplish by using those technologies. Adoption itself is not the ultimate goal. The period after adoption is when users continue to use IT and intended objectives can be accomplished. Therefore, continued IT use in the post-adoption period accounts more for the accomplishment of the objectives and thus information systems success. Previous studies also suggest that continued IT use in the post-adoption period is one of the important factors to improve long-term productivity. Despite the importance there are few empirical studies focusing on the user behavior of continued IT use in the post-adoption period. User behavior in the post-adoption period is different from that in the pre-adoption period. According to the technology acceptance model, which explains well about the IT adoption, users decide to adopt IT assessing the usefulness and the ease of use. After adoption, users are exposed to new experiences and they shape new beliefs different from the thoughts they had before. Users come to make decisions based on their experiences of IT use whether they will continue to use it or not. Most theories about the user behaviors in the pre-adoption period are limited in describing them after adoption since they do not consider user's experiences of using the adopted IT and the beliefs formed by those experiences. Therefore, in this study, we explore user's experiences and beliefs in the post-adoption period and examine how they affect user's intention to continue to use IT. Through deep literature reviews on the construction of subjective beliefs by experiences, we draw three meaningful constructs which theoretically have great impacts on the continued use of IT: perceived habit, confirmation, and computer self-efficacy. Then, we examine the role of the subjective beliefs on the cognitive/affective attitudes and intention to continue to use that IT. We set up a research model and conducted survey research. Since IT use implies interactions among a user, IT, and a task, we carefully selected the sample of users using same/similar IT to perform same/similar tasks, to exclude unwanted influences of other factors than subjective beliefs on the IT use. We also considered that the sample of users were able to make decisions to continue to use IT volitionally or at least quasi-volitionally. For each construct, we used measurement items recognized for reliability and widely used in the previous research. We slightly modified some items proper to the research context and a pilot test was carried out for forty users of a portal service in a university. We performed a full-scale survey after verifying the reliability of the measurement. The results show that the intention to continue to use IT is strongly influenced by cognitive/affective attitudes, perceived habits, and computer self-efficacy. Confirmation affects the intention to continue indirectly through cognitive/affective attitudes. All the constructs representing the subjective beliefs built by the experiences of IT use have direct and/or indirect impacts on the intention of users. The results also show that the attitudes in the post-adoption period are formed, at least partly, by the experiences of IT use and newly shaped beliefs after adoption. The findings suggest that subjective beliefs built by the experiences have deep impacts on the continued use. The results of the study signify that while experiencing IT in the post-adoption period users form new beliefs, attitudes, and intentions which may be different from those of the pre-adoption period. The results of this study partly demonstrate that the beliefs shaped by the behaviors, those are the experiences of IT use, influence users' attitudes and intention. The results also suggest that behaviors (experiences) also change attitudes while attitudes shape behaviors. If we combine the findings of this study with the results of the previous research on IT adoption, we can propose a cycle of IT adoption and use where behavior shapes attitude, the attitude forms new behavior, and that behavior shapes new attitude. Different from the previous research, the study focused on the user experience after IT adoption and empirically demonstrated the strong influence of the subjective beliefs formed in the post-adoption period on the continued use. This partly confirms the differences between attitudes in the pre-adoption and in the post-adoption period. Users continuously change their attitudes and intentions while experiencing (using) IT. Therefore, to make users adopt IT and to make them use IT after adoption is a different problem. To encourage users to use IT after adoption, experiential variables such as perceived habit, confirmation, and computer self-efficacy should be managed properly.

The purpose of this study is to develop a short-term ICT training course that helps teachers from non-computing disciplines in developing countries acquire flipped-learning content creation skills. A field application is performed by applying the developed ICT training course to secondary school teachers of non-ICT subject specialisms in Laos. In the field study, participating teachers' teaching efficacy on ICT and satisfaction toward the training course are measured. The result of t-test on ICT teaching efficacy showed statistically significant increases in teachers’ self-efficacy related to ICT use, both personal efficacy and outcome expectancy. The satisfaction survey performed after training showed that trainees were highly satisfied with the training course. The results of this field study could be used to propose a short-term teacher education model that could be applicable to teachers in other developing countries.

본 연구는 4차 산업시대를 맞아 코딩을 포함한 교수·학습이 강조됨에 따라 코딩수업에서 수학 교수· 학습의 효과를 파악하고자 수행되었다. 이를 위해 경기도 D 중학교 1학년 학생들 32명이 스크래치를 활용한 7차시 프로그램에 참여하여, 그들의 활동자료는 컴퓨터에 매 차시 저장되었고, 연구자는 관찰일 지를 매주 작성하였다. 중학교 등식의 성질에서 이렇게 수집된 자료를 통해 연구자는 도구화 수준에 대해 개별 학생의 수준을 조사하고, 학생의 컴퓨터프로그래밍 자기효능감을 사전과 사후 검사를 통해 조사하였다. 학생들의 도구화는 다양하게 나타났는데 연구가 시작된 시점에는 도구화의 제 3 또는 4수 준에 해당하는 학생이 9%에 불과하였지만 연구마무리 시점에는 80%를 상회하였다. 학생들의 컴퓨터프 로그래밍에 대한 자기효능감은 유의한 수준으로 향상되었다.

The study investigated students’ instrumentalization levels and computer programming self-efficacy in mathematics classrooms while using Scratches, to understand the properties of equality. 32 of 7th-grade students from D middle school in Gyeonggi-do participated in the program consisting of 7 lesson units. To investigate individual students' levels of instrumentalization, each worksheet they worked on using Scratches was saved into computers after each lesson. Questionnaires measured self-efficacy regarding computer programming at the study's beginning and the end. The level of students' instrumentalization was revealed to be variously from level 0 to 4. In the beginning, 9% of students corresponded to level 3 or 4, but more than 80% of students reached level 3 or above at the end. In addition, computer programing self-efficacy was improved significantly.

오늘날의 다양한 교육환경 속에서 교사의 역할과 책임은 날로 그 중요성이 커지고 있다. 많은 학자들이 교사의 교육 행동에 영향을 미치는 중요한 요인으로 교사효능감을 꼽고 있다. 따라서 교사효능감에 영향을 미치는 직무환경 요인을 조사하여 영향력을 알아보는 것은 컴퓨터 교사의 교사효능감을 증진시키는 방안을 모색하는데 큰 도움을 줄 것이다. 본 연구에서는 컴퓨터 교사 170명을 대상으로 설문조사를 실시하였다. 직무환경을 물리적 환경, 수업외 환경, 구조적 환경은 컴퓨터 교사의 교사효능감에 유의한 영향을 주는 요인으로 밝혀졌으며, 이 중 행정체제의 운영 과정과 교직원간의 의사소통의 질, 직무 수행 중에 허용되는 자율성의 정도 등에 대해 교사가 지각하고 있는 정도를 의미하는 구조적 환경이 교사효능감에 가장 많은 영향을 주는 요인으로 드러났다. 따라서 컴퓨터 교사의 교사효능감을 향상시키기 위해서는 컴퓨터 교사의 효율적인 교육활동을 위한 근무 여건을 개선하고, 학교관리자와 교사간의 우호적 관계를 형성하며, 교사의 의견이 자유롭게 반영될 수 있도록 유연한 직무환경을 마련하는 것에 큰 관심을 가져야 할 것이다.

The importance of the roles and responsibilities of teachers who are responsible for the education of students has been bigger and bigger. Previous Research shows that teachers' efficacy is an important factor that affects the educational activity of teachers. Thus, it is needed to analyze the factors that affect the teachers' efficacy. In this study, we investigated the work environment factors that affect on computer teachers' efficacy and analyzed relative influences. The factors of work environments are physical environments, out-of class environments, and structural environments. The purpose of this study is to improve the computer teachers' efficacy by researching which factors affect the computer teacher's efficacy. Structural environment is the most significant factor that affects on computer teachers' efficacy. Structural environments mean the level the teacher recognized about the quality of communication between the management process of administrative system and workers in school, the level of autonomy which allowed in work were revealed to affect teacher efficacy. Therefore, for the effective educational activity of a computer teacher, it is required to improve the working condition, build the friendly relationship between the school manager and the teacher, and arrange the flexible work environment that can reflect the teachers' opinion freely.

연구 목적 : 본 연구는 디자인씽킹 기반 단계별 메타버스, 인공지능 생성형 AI, 스크래치를 활용한 기독교 프로그램에서 학습자의 감사 성향이 컴퓨터 사고력과 디지털 효능감에 미치는 영향을 탐색하는데 그 목적을 둔다. 연구 내용 및 방법 : 연구 대상은 2024년 1월 13일, 20일 2주 동안 청소년 기독교 프로그램에 참여한 22명의 중·고등학생의 학습자이다. 프로그램 사후 설문지 검사를 통한 자료를 단순 회귀분석을 실시하였다(Ⅰ장, Ⅱ장) 결론 및 제언 : 연구 결과 첫째, 학습자의 감사 성향이 컴퓨터 사고력에 유의한 영향을 미치는 것으로 나타났다. 둘째, 학습자의 감사 성향이 디지털 효능감 하위 구인 중 자신감, 친숙도에 유의한 영향을 미치는 것으로 나타났다. 반면에 디지털 효능감 하위 구인 중 유용성에는 유의한 영향을 미치지 못한 것으로 나타났다. 본 연구의 결과는 기독교 교육에서 디자인씽킹을 기반으로 에듀테크 프로그램에서 학습자의 경험 인식을 중심으로 구체적으로 탐색하고 언급했다는 점에서 의미가 있으며, 본 프로그램의 교육적 활용과 기독교 교육 프로그램 활용 시 효과적인 적용을 할 수 있는 기초자료를 제공하자고 한다.

This study aims to explore the impact of learners' gratitude tendencies on computer thinking ability and digital efficacy in a Christian program utilizing step-by-step metaverse, AI generated by artificial intelligence, and Scratch. The study subjects are learners who participated in a youth Christian program for two weeks on January 13 and 20, 2024, consisting of 22 middle and high school students. Data from post-program surveys were analyzed through simple regression analysis (Chapter I, Chapter II). The research results indicate that firstly, learners' gratitude tendencies significantly influence computer thinking ability. Secondly, learners' gratitude tendencies significantly affect confidence and familiarity among the sub-dimensions of digital efficacy, while not showing a significant impact on usefulness. The significance of this study lies in exploring learners' experiential perception in edu-tech programs based on design thinking in Christian education, providing foundational data for effective application in educational and Christian programs.

The present research is a follow-up research of an exploratory validation study of computer-based dictation tests utilizing TTS (text-to-speech) (Choi & Park, 2015). The study attempted to explore the efficacy of different scoring methods utilizing corpus linguistic techniques. To this end, the data collected from a prior study was employed in the research. 117 Korean EFL learners participated in this research and were divided into three groups depending on educational levels as well as their proficiency levels: 37 UNI (advanced), 40 HSU (intermediate), and 40 HSL (low). Participants' responses were scored using six different methods: GS (graduated scoring), AM (appropriate meaning-based scoring), EW (exact-word scoring), WM (wordlist match scoring), WML (wordlist match scoring including lemmas), and WMS (wordlist match scoring including synonyms). Comparative analysis of the efficacy of the scoring methods revealed that the four methods were highly correlated with each other and that corpus-based wordlist matching was found to be the most effective and robust scoring method. Among the three wordlist match scoring methods producing robust results, WM was proven to be the most effective semi-automated method with high practicality, requiring the least amount of time and energy for scoring.

Purpose: This study evaluated the clinical feasibility and effectiveness of a newly developed computer-based auditory training (CBAT) program, “Malgui”, which integrates multiple training tools previously validated in independent studies, when applied to newly fitted hearing aid users. Methods: Fourteen adult participants with sensorineural hearing loss were recruited, of whom 12 completed the study. All participants were in the first month of hearing aid use. The CBAT program incorporated diverse evidence-based tasks, including speech-in-noise sentence recognition, order sequencing, and story-based listening exercises, delivered over 10 sessions across 5 weeks. Objective measures included the Korean digit-in-noise (K-DIN) test, Korean repeat and recall test (K-RRT), and brief test of cognitive-communication disorders (BCCD). Subjective satisfaction was assessed using a Likert scale survey, and compliance was monitored via training log data. Assessments were conducted at baseline, immediately after training and 1 month after training completion. Results: Auditory training significantly improved speech-in-noise perception (K-DIN, p = 0.017; K-RRT, p = 0.009). BCCD also showed significant gains across cognitive, communicative, and total domains (all p < 0.001). Importantly, retention effects were observed, with performance at 1-month follow-up surpassing immediate post-training levels. Compliance was high, with 86% of participants completing all sessions, and subjective satisfaction ratings were predominantly positive. Conclusion: The Malgui CBAT program, which consolidates multiple evidence-based training tools into a single integrated platform, demonstrated clinical benefit for newly fitted hearing aid users. It yielded significant improvements in speech-in-noise intelligibility, cognitive-communication function, and user satisfaction, with sustained effects beyond the training period.

Previous studies on user training have largely focused on assessing models which describe the determinants of information technology usage or examined the effects of training on user satisfaction, productivity, performance, and so on. Scant research efforts have been made, however, to examine those effects of training by using theoretical models. This study presented a conceptual models to predict intention to use information technology and conducted an experiment to understand how training for computer skill acquisition affects primary variables of the model. The data were obtained from 32 student subjects of an experimental group and 31 students of a control group, and the information technology employed for this study was a university electronic mail system. The study results revealed that attitude toward usage and perceived behavioral control helped to predict user intentions ;; outcome expectations were positively related to attitude toward usage ; and self-efficacy was positively related to perceived behavioral control. The hands-on training for the experimental group led to increases in perceived ease of use, self-efficacy and perceived behavioral control. The changes in those variables suggest more causal effects of user training than other survey studies.

Previous studies on user training have largely focused on assessing models which describe the determinants of information technology usage or examined the effects of training on user satisfaction, productivity, performance, and so on. Scant research efforts have been made, however, to examine those effects of training by using theoretical models. This study presented a conceptual model to predict intention to use information technology and conducted an experiment to understand how training for computer skill acquisition affects primary variables of the model. The data were obtained from 32 student subjects of an experimental group and 31 students of a control group, and the information technology employed for this study was a university's electronic mail system. The study results revealed that attitude toward usage and perceived behavioral control helped to predict user intentions; outcome expectations were positively related to attitude toward usage; and self - efficacy and perceived behavioral control. The changes in those variables suggest more causal effects of user training than other survey studies.

본 연구는 유아교사의 컴퓨터 통합교육 정도와 내적 신념(구성주의 교수신념, 일반적 교수효능감, 컴퓨터 교육에 대한 태도, 컴퓨터 교수효능감) 간의 인과관계를 구조방정식을 통하여 확인하였다. 연구 참여자는 서울 및 경기도와 부산에 있는 유치원과 어린이집의 교사 196명이었다. 유아교사의 내적 신념이 어떠한 인과관계를 통해 컴퓨터 통합교육 정도에 영향을 주는지를 살펴보기 위하여 선행연구를 바탕으로 연구모형을 설정하고 구조분석을 실시하였다. 연구모형 중 요인계수가 낮은 경로를 수정하여 연구모형과 수정된 연구모형의 적합도를 비교·분석하였다. 분석 결과 수정된 연구모형의 적합지수가 연구모형에 비해 양호한 것으로 나타나서 이를 최종모형으로 선정하였다. 연구결과 유아교사의 내적 신념 중 특히 구성주의 교수신념은 다른 신념들과 직·간접적 인과관계를 통해 유아교사의 컴퓨터 통합교육 정도에 영향을 미치는 것으로 나타났다. 연구 결과를 바탕으로 유아교사의 구성주의 교수신념을 높일 수 있는 교사 컴퓨터 교육이 필요하며, 유아교사의 내적 신념에 영향을 주는 인구·사회학적 변인들을 고려한 체계적인 구조분석이 추후에 필요함을 제안하였다.

The purpose of this study was to predict the levels of early childhood educator's computer integration using the variables of teachers' educational beliefs: constructivist teaching beliefs, general-teaching self-efficacy, computer attitudes, and computer- teaching self-efficacy. A total of 196 early childhood educators for 3-5 year old children in Seoul, Kyounggi-do, and Pusan responded to a set of questionnaires measuring their educational beliefs and computer integration levels. The questionnaire had five scales to collect data: Constructivist Teaching Beliefs(Woolley, Benjamin, Woolley, 2004), Ohio State Teacher Efficacy Scale(Tschannen & Woolfolk, 2001), The Microcomputer Utilization in Teaching Efficacy Beliefs Instrument(Enochs, Riggs, & Ellis, 1993), Attitudes toward Computer in Education Scale(van Braak, 2001), and The Prospective Computer Use Scale(van Braak, Tondeur, & Valcke, 2004). To investigate the structure of teacher's educational beliefs and their relationships with computer integration education, a theoretical model was developed, assuming that all teachers' educational beliefs had direct and indirect effects on teacher's computer integration education levels. The structural equation model was used to find a suitable model based on the developed model to explain the teachers' computer integration level. The finding of this study revealed that early childhood educator's constructivist teaching beliefs, computer attitudes, and computer-teaching self-efficacy predicted directly the level of teacher's computer integration education. It also demonstrated that teachers' constructivist teaching beliefs, general-teaching self-efficacy, computer attitudes predicted indirectly the level of teachers' computer integration education. Based on the findings of the present study, some implications were suggested for future study to further the constructivist teaching beliefs and to do structure-centered research including teachers' socio-demographic variables for understanding the role of teachers' thinking processes in computer integration education.