While benefits of using computer simulations in teaching and learning are well documented, actual classroom usage remains sporadic. It is acknowledged in the literature that greater embrace of general computer use can...
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While benefits of using computer simulations in teaching and learning are well documented, actual classroom usage remains sporadic. It is acknowledged in the literature that greater embrace of general computer use can be developed when teachers hold positive attitudes towards it. However, to date, studies that investigate teacher attitudes specifically on computer simulations are limited. In this study, the researchers interviewed 14 secondary school science teachers in Singapore, to qualitatively unpack the nuances of the affective, behavioral and cognitive dimensions of teacher attitudes towards computer simulation. Through inductive thematic analysis, the study found the cognitive dimension is the most pronounced and is mediated by perceived usefulness and usability of the tool, student engagement and suitability and teacher professional needs. The authors suggest four ways to foster positive teacher attitudes: (a) overcoming logistical issues with flexible teaching and learning environments, (b) foregrounding the pedagogy of student-centeredness, (c) demanding user-friendly simulation tools, and (d) meeting teachers' needs for professional growth.
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