The historical relationship between affective variables and ICT based learning and instruction and achievement in the Israeli school system

Abstract

ICT methodologies have been part and parcel of learning and instruction in the Israeli educational system since the mid-1970s when the behavioral theory based TOAM closed minicomputer based drill and practice learning methodology was introduced into Israeli schools. Later in the late 1970s the first PCs adapted for educational use were introduced into Israeli schools and continued in the drill and practice tradition. Thereafter, in the mid-1980s with the introduction of more advanced PCs into Israeli classrooms, open courseware coupled with electronic spreadsheets and databases came to the fore in ICT based learning and instruction. In the early 1990s when constructivist learning theory became accepted in the Israeli educational system, simulations and computerlearner interaction became popular ICT based learning methodologies used in Israeli schools. In the late 1990s reality technology was introduced as an ICT based learning methodology and in the mid-2000s ICT based distance learning became a permanent feature of learning and instruction in the Israeli educational system. Alongside the process of ICT introduction into the Israeli educational system, affective aspects of ICT utilization in schools was closely monitored. Much effort was expended in research designed to examine the relationship between ICT use in learning and instruction and scholastic achievement of students at all levels in the school system. Research evidence accumulated over the years indicates that teacher and student autonomy, computer self-confidence, computer efficacy, locus of control, need for innovation, extraversion, and control of the learning process are just a few of the affective variables found to significantly enhance ICT use in Israeli schools. Bearing in mind the progress made in the assimilation of ICT based learning and instruction in Israeli schools, it appears justified for educational policy makers and administrators to consider the importance of affective variables of both teachers and students when assessing their capability to best utilize ICT in school.