Teacher resistance to computer-assisted instruction

The need to introduce computers to a greater extent in teaching technology is discussed. Further, the potential importance of affective responses in the teacher’s acceptance of the computers is developed. A semantic differential scale was employed to measure preservice teachers’ attitudes toward the computer, computer-aided instruction, science, mathematics, and the teaching of science and mathematics. Considerable negative affect was found toward computers, computer-aided instruction, and teaching of science and mathematics. Implications for the ways in which computer-aided instruction is introduced are discussed.