COMPUTER ANXIETY AND MOTIVATION FOR LEARNING OF FUTURE TEACHERS

Using information technology in learning is more frequent and common, but some students encounter difficulties dealing with the new learning environment. Regarding the negative emotional feelings associated with the computer, the teacher's role is essential. The teacher can offer a model of learning organization through computer-based learning environments, but some teachers have negative attitudes toward computers. They rarely or never use the computers in their classroom, so the development of positive attitudes toward computers is a goal for pedagogical training. A sample of students enrolled to the pedagogical module was included in the present research. The aim of this study is to analyze the relationship between computer anxiety and learning motivation. Several dimensions were assessed: anxiety, learning motivation and their relationships with age, gender, and familiarity with the use of computer. Computer Anxiety Rating Scale (Heinssen, Glass, & Knight, 1987) and Achievement Motivation Scale (Elliot et al., 2008) were used. We anticipate that anxiety is lower for the participants who used computer for many years. We also expect that women present a higher level of anxiety towards computer use comparing to men. This result can be worrying or challenging, giving the current situation regarding the increasing feminization of education. Other differences can occur between people who studied computer systematically during formal education and those who learned through their own experience, during informal or non-formal education. The results can be used in the organization of a learning environment which can reduce anxiety towards computer use for the future teachers. This can have a double impact: a direct impact for the future teachers and indirect, but as important as the direct one, for their students.