This study explored the relationships among individual teacher characteristics that might change through experience and instruction in preservice teacher education. Fifty-three teacher preparation students in a semester-long course completed surveys measuring computer attitudes, technology proficiency, computer anxiety, computer self-efficacy, and computer coping strategies. Analyses revealed significant correlations among all but computer coping strategies. Significant improvements in technology proficiency, computer self-efficacy, and computer coping strategies occurred from the beginning to end of the course, which included hands-on training and classroom discussion of technology. Behavioral characteristics appeared to improve with experience and instruction whereas affective characteristics remained relatively stable.
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Margaret Merlyn Ropp (1999) studied this question.