Simple tips on how to keep your computer in working order. Essay on the topic “My attitude to computer piracy Attitude to the computer
Software piracy can easily be called the plague of the 21st century. This is the scourge of our time, sometimes it even feels like all of humanity is divided into two halves: pirates and those who use their services. The Internet is a kind of assistant to pirates. Every second person downloads films, music, programs and does not even realize that they are to some extent violating the Law on Copyright and Related Rights. After all, if there was no demand, then the supply would be eradicated by itself.
Therefore, it cannot be stated unequivocally that the pirates themselves are entirely to blame for the fact that such an unpleasant phenomenon still exists in our society. They just give what people want - “the same product”, but much cheaper.” Indeed, the difference between the price of a licensed disc and a pirated copy is huge, but money is only one of the reasons. After all, there is also a moral and ethical side to this issue. Imagine that you are a programmer who has spent a lot of time and effort creating a high-quality, unique and useful program, and in 10 minutes someone will download it and distribute it for their own mercantile purposes. Theft in its purest form, and that’s all!
As for cheapness, this is also a controversial issue. Just remember the article “How greed ruined two fraters,” published in the Youth Club. And there are many such examples, we just don’t know about all the cases. Our pirates are not even afraid of criminal, administrative or civil liability.
The sad thing is that very young people who are full of energy, strength and ambition are starting to do this. And, instead of implementing them and trying to take their rightful place on the social ladder, they begin to look for the easiest ways to get money. But “you can’t catch a fish out of a pond without effort,” says popular wisdom. After all, sooner or later a pirate gets caught or, having seen the unsuccessful example of some of his “colleagues”, stops such a profitable business.
This problem must be solved not by one person, or even by a country, but by the whole world. Tightening the “Law on Copyright and Related Rights,” regular inspections of dubious computer companies, a ban on the media from posting advertisements for the provision of pirated services, and lectures at schools and universities about the dangers of computer piracy are just part of the methods of combating this type of offense.
Is the money saved really more valuable than the pleasure of watching a movie without shadows, listening to a song without the sound of applause in the hall, and also, what can compare with the benefits and benefits from the full operation of the material and technical base of your company or office?! Think about it, the choice is yours!
Dandybaeva Anara
Recently, computers have filled our lives. Now almost every family has them. We are used to them and we cannot imagine our vacation without this miracle machine.
With the help of computers, the Internet has firmly entered our lives. It has become an integral part of every person's life. Nowadays, people cannot live a day without checking their email and visiting their favorite websites. The Internet is not only an assistant in everyday work, it is also another world in which there are mailboxes, libraries, photo galleries, games, shops. With the help of the Internet, people can travel to different cities, visit tourist places, and communicate with people.
Lately, many people have been asking the question: “Is the Internet harmful or beneficial?” I think there is no definite answer to this question. In fact, on the one hand, the Internet is a very good and useful thing. And on the other hand, it has many negative functions: addiction, waste of time, money, health.
Of course, the Internet cannot be a great help in finding the necessary information. But if we spend a lot of time on the Internet we will have problems. We lose touch with the real world and become completely dependent on the computer. I think it's important to learn to differentiate between real life and online life. To do this, you need to understand what is truly important to you on the Internet and what is not. And then the Internet will not be a terrible enemy, but also an indispensable assistant. Lately computers have filled our life. Now they are almost in each family. We have got used to them and we do not imagine our leisure without this miracle-machine.
With the help of computers the Internet has entered into our life. It became an integral part of a life of each person. Now people cannot live a day without checking of mail and visiting their favorite sites. The Internet is not only the assistant in daily work, it is also the other world in which there are mail boxes, libraries, photo galleries, games, shops. By means of the Internet people can travel to different cities, visit tourist places, communicate with people.
Recently many people asked a question: "Is the Internet harmful or useful?" I think that on this question there is no certain answer. In fact on the one hand the Internet is a very good and useful thing. And on the other hand it has many negative functions: dependence, the waste of time, money, health.
Certainly, the Internet can be the excellent assistant in information search. But if we spend a lot of time on the Internet we`ll have some problems. We lose a touch with the real world, get in a full dependence on a computer. I think that it is important to learn to distinguish a side between a real life and a life on the Internet. For that it is necessary to understand what is really important on the Internet and what is not. And then the Internet will be not the terrible enemy, but the indispensable assistant.
Everyone who has a computer complains that the computer does not work well or often freezes, while the computer itself may be new and, accordingly, good and quite powerful. But often this state of the computer is caused by the users themselves, who, out of ignorance, do things that should not be done when working with a computer. Today I want to give some simple tips that will help you keep your computer in working order.
First, let’s note what is meant by this phrase “the computer is not working well.”
In almost all cases, this means that the operating system slows down and periodically freezes; in rare cases, the hardware of the computer itself fails, for example, one stick of RAM is faulty or the hard drive begins to crumble.
Now let’s take a point-by-point look at what needs to be done to prevent the computer from slowing down. By the way, we have long touched on this topic “Accelerating the operating system”, but we touched upon moments when the OS is already slowing down or a weak computer is initially used, today, in turn, we Let's consider the actions in which you yourself bring your computer to such a state, or rather, what needs to be done in order to prevent this. Those. You have a normally working computer, or you have just reinstalled the system and you want to keep it in the same condition.
Let's get started. This is what I can advise you.
Don't install everything.
Here, we mean that all novice computer users, without thinking about the consequences, install various software, be it programs or games, which in turn can slow down the operation of the OS. How? If you ask, for example, you install some software that is configured to automatically update by default, so you don’t even suspect that the program is in the background (installed as a service), and it doesn’t matter whether there is Internet or not, it’s trying to update , thereby taking up the resources of your computer, and now imagine that you have installed 10 other such programs, and as a result the OS begins to slow down. Another even more common option is also possible, when when installing software, it automatically writes itself to startup, thereby it is simply always running, this, by the way, will be indicated by icons in the system tray. Therefore, pay attention if you have a bunch of different icons in your tray, it means that you have so many (almost always) unnecessary programs running. In this regard, the first advice is that no need to install everything and leave it on the computer. In other words, even if you are looking for a program that you need in terms of functionality, and let’s say you downloaded it, installed it, but it does not do what you need or is not clear, then you must immediately remove it, and not remove the distribution kit, but uninstall it from the system. For example, in Windows 7 this is done as follows: Start->Control Panel->Programs and Features look for the newly installed program, highlight it and click “ delete»
Having an antivirus is a must.
As you know, today you can’t live without an antivirus, and ensure that this antivirus has up-to-date databases, since even if you have the same antivirus, but with not updated databases, there is no guarantee that it protects you from viruses, or rather does not protect you at all. Why do I pay attention to the presence of an anti-virus program on your computer, because today you can pick up a virus very easily, since every person uses the Internet or, for example, flash drives and disks, and you should know that almost all viruses get onto the computer Well, not practically, but even everything. And when a virus gets on your computer, you yourself understand that anything can happen, in our case this is a slowdown in the operation of the operating system, for example, you caught a virus that uses you for its own purposes and sends spam or something else from your computer, thereby taking away computer resources or infects some program that begins to work slowly during its operation and you thereby harm the computer itself, not suspecting that the computer has nothing to do with it. It's worse when the virus brings your computer to the point where the computer stops working. And now imagine that you caught a bunch of such viruses, or just one that infected all programs, and what will happen to the operating system now? I think the answer is clear, so fulfilling this point is mandatory in order for the computer to remain in working order. Moreover, there are free antivirus programs that protect your home computer, which are not bad at all, for example, I like Avast Free.
Don't download everything from the Internet.
This advice is an extension of the previous one, since almost everyone downloads from the Internet, whatever their heart desires, and even an antivirus is sometimes unable to help you. And here I’m not even talking about the fact that you can catch viruses, although that too, but about the fact that you clog up your computer with all sorts of nonsense, and you should know that the more installed programs (or games) on the computer and the more kind of files (even without viruses), the OS begins to access them more slowly, open them more slowly, and accordingly, in the complex you have the opinion that the computer is slow, and why? Yes, because you pumped up and installed a lot of all sorts of nonsense. Therefore, I advise you to download only what you really need, and if you downloaded it, but it turned out to be wrong, then simply delete the files that you downloaded.
Attitude to the computer.
Many people treat the computer as some kind of simple piece of hardware, although it is a rather complex device and many user actions can lead to the computer malfunctioning or slowing down its operation. For example, many people think that unplugging the power cord from the outlet is normal, or kicking the system unit, or spilling tea on the keyboard, and much more can affect the operation of the computer. For example, you do not turn off the computer correctly, i.e. as they say “hot” (by holding down the power button and other options) you expose your computer or OS to fail, or at best to lose some of your data that is stored on the computer. Since when the computer is turned off in this way, the OS has not completed all processes and, accordingly, those programs (including system ones) that were not closed and, accordingly, those files that used these programs may be damaged. For example, in this article “Reasons for not turning on the computer” there is a point when this happened and what you will see in this case.
I would also like to give an example from life, since I work as an IT specialist in an organization, they often call me and complain that something is not working for them. By the way, you can read about common problems with computers in organizations in the article - “Frequent problems with computers in an organization,” and one day they called me and started complaining that their printer was not working well, and sometimes didn’t work at all, since it was a remote office, I went to see what they had there and how it turned out when they changed cartridge, they pulled it out with some spare parts, I mean, mounting the cartridge in the printer itself, and, of course, it will stop printing, and if it doesn’t stop, it won’t be clear how to print, and imagine what the person’s attitude was towards this technique to pull out the cartridge with the printer's guts with such force, I asked her why so hard, and she answered, “d But we always do this, and when the computer starts to freeze, we kick it to make it work" It’s probably all clear what I meant by this point.
Don't click a hundred times.
This advice applies to impatient users who, after clicking on a program shortcut, expect that it will open or the file they need will open at the same moment. Sometimes it is necessary to wait just a couple of seconds for a program to launch or a file to open, but you click many more times, and thus the computer freezes or, at best, you have several instances of the program launched or the same file opened several times. This happens, for example, when the computer is turned on, i.e. The OS has not loaded all the system services necessary for operation, and so on, and you are already trying to open something else, you just need to wait a couple of minutes for the OS to load completely. Or it simply happens that a program uses a lot of files in its work and, accordingly, they need to be checked, opened, loaded, which accordingly takes a little time. Therefore, I advise you not to click on the same shortcut a hundred times; if the program does not open right away, wait at least 15-20 seconds.
Don't do what you don't know.
Keep an eye on your computer.
Even if you do everything I tell you here, it will not be enough, since you need to constantly monitor your computer and OS. For example, at least once every six months, open the lid of the system unit and blow dust out of it, remove unnecessary programs that you used only once and now you do not use them, also periodically delete files that you do not need, periodically defragment your hard drive And once again I would like to note, treat your computer as your friend!
All these actions will help you keep your computer working in normal condition, and if you follow all these tips, then, in addition to a normally working computer, you will significantly reduce the risk of the well-known “Blue Screen of Death”, which, it seems to me, no one wants collide.
A. E. Serezhkina
ATTITUDE TO COMPUTER AND INFORMATION TECHNOLOGY
AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM
Key words: computer anxiety, computer and Internet addiction, attitude towards the computer, education.
A review of works devoted to the attitude of teachers and students to computers and information technologies is given. Some aspects of the attitude of students and teachers to information technologies and their use in educational and professional activities are analyzed. Recommendations for teachers are given
Keywords: computer anxiety, computer and Internet addiction, attitude towards computer, education.
The review of the works devoted to professor"s and student"s psychological attitude towards computers and information technologies is given. Some aspects of the student’s and teacher’s attitude towards information technologies and their use in educational and professional activity are analyzed. Some recommendations for professors are made.
Introduction
The computer has become an integral attribute of modern education, like chalk and a blackboard in the pre-computer era, and mastery of information technology is as necessary as the ability to read, write and count. This applies to both students and their teachers. The integration of computers into education has a relatively short history. The massive introduction of computers into this area of society in our country began in 1985, as in most developing countries (for comparison: in Nigeria this process was initiated by the government in 1987). From here we can count publications devoted to various aspects of human interaction with a computer in the learning process, one of which is the attitude to the computer, information technology and information technology activities.
The article presents an overview of works devoted to the attitude of students and teachers to computers and information technologies, and analyzes various aspects of the attitude of students and teachers to information technologies and their use in educational and professional activities. Some recommendations for teachers are given, taking into account the characteristics of these relationships.
Computer anxiety
A lot of work has been devoted to studying attitudes towards various aspects of educational activities using computers. The initial stage of the introduction of computers into education was accompanied by a large number of publications by foreign scientists devoted to the study of computer anxiety and computer phobia, as the most pronounced form that turns into a disorder.
Many scientists include computer anxiety in the structure of attitudes towards the computer. Thus, studying the attitude of Texas teachers to the computer, R. Christensen (1998) includes 7 factors in the structure of the attitude: enthusiasm/pleasure
Enthusiasm/enjoyment, anxiety, avoidance, Email for Classroom Learning, Neg. impact of society, Productivity Improvement, semantic perception computers (Semantic Perception of Computers).
A number of researchers note that computer anxiety has a three-component structure and includes behavioral, emotional and cognitive components. One of the earliest works lists the symptoms of computer phobia. According to its author Timothy B. Jay (1981), computer phobia manifests itself mainly in the form of a negative attitude towards technology. Negative attitudes take the form of: a) resistance to mentioning new technologies and even thinking about them; b) fear or anxiety, which can even have physiological consequences; c) hostile or aggressive thoughts and actions that are disorders or underlying disorders. This resistance, fear, anxiety and hostility can be observed as:
Fear of physical touching the computer;
Fear that you can break or damage the computer or what is inside it;
Refusal to participate in reading or conversation about the computer as a rejection of the real existence of the computer;
Feeling threatened, especially by students and others who actually know something about computers;
Expressing negative attitudes towards computers and technology, for example, saying that a machine can replace you; that it is an inhumane technology; that you will become an appendage to the machine, and a feeling of aggression towards the computer (the desire to bend, crush, tear the punched card), which shows the underlying feelings of insecurity and lack of control over the situation.
Other manifestations of computer anxiety and computer phobia are also possible; their manifestations are very individual.
In the work of O. V. Doronina (1993), an attempt was made to answer the question of why the situation of interaction with a computer is perceived by some people as emotionally negative and stressful, but not by others. It is concluded that individual differences in behavior are explained through differences in individual ways of perceiving, evaluating, interpreting and assigning meaning to both the entire situation and its individual elements and their relationships. There are several types of computer anxiety that are typical for different users to varying degrees (fear of spoiling or breaking something; a feeling of ignorance, inability; fear of technology, mathematics; fear for one’s health; fear of the new, unfamiliar; feeling of a threat to intellectual self-esteem , manifested in distrust or over-trust in the computer; a feeling of lack of time). Most often, one type of anxiety predominates, while others accompany and aggravate the discomfort. The author analyzed the causes of computer anxiety and, in accordance with them, named its various types, gave recommendations for prevention and overcoming.
The study of computer anxiety continues to this day. However, due to the fact that the generation born in the 80s grew up along with the expansion of the areas of influence of information technology and cannot imagine a world without computers, and information technology has become more “friendly”, this is currently a direction of research for higher education, according to -apparently, has lost its former relevance. Investigating the emotional state of students during the process of learning a computer for eight months, Robin Kay (2008) argues that the most pronounced state was happiness. Other emotions (fear, anger, anxiety) were rarely expressed, with anxiety and anger levels decreasing significantly as computer knowledge increased.
The direction of research on computer anxiety is fueled by studying the anxiety of older people in connection with the forced need to join the digital civilization (receive a pension and pay bills through an ATM, make an appointment with a doctor, book a ticket for a train, plane, theater, etc. ). Not all older people are afraid of the computer. Many people are very interested in the possibilities that computers offer, want to keep up with new technology and participate in modern life. However, according to
M. Sonnenmoser (2010), some people get used to new information technologies very slowly and regret the time when everything still functioned without a computer. “People with computer anxiety are reluctant to talk about their problem because they tend not to be taken seriously or smiled at,” so this is a major concern for scientists and clinicians. And since the average age of higher education teachers in our country is approaching retirement, and the average age of pro-
professors have already reached retirement age, the problem of computer anxiety should also be taken into account by teachers of the system of additional professional education and advanced training of university teachers. Serious psychological support for this age category of students is needed.
In the work (Aziz Shamsa, 2004), the concepts of computer anxiety and attitude towards the computer are separated. The author calls computer anxiety the fear of the computer, the tendency to fear the current or future use of computers. Students' computer attitudes are defined by him as students' feelings, beliefs and perceptions of the general use of computers, computer education, programming and technical concepts, social issues related to the use of computers and their history. The relationship between student knowledge in the information and communication field, computer anxiety and attitude towards computers was studied. It was found that there is a positive correlation between knowledge and attitude and a negative correlation between attitude and computer anxiety.
Research on computer anxiety is relevant in developing countries. Alaba Agbatogun (2010) notes significant levels of computer anxiety among Nigerian teachers when considering the integration of computer technology into teaching and learning. M. Shah1, R. Hassan and R. Embi (2011) present the results of a study of computer anxiety among Malaysian bank employees, identifying three levels (absent, low, moderate/high). Levels of computer anxiety among bank employees of different gender, age, race, and education vary significantly. For example, women experience anxiety at a higher level than men; among young respondents it is higher than among middle-aged employees. The latter conclusion is the opposite of the results other researchers obtained for individuals employed in other fields of activity.
Believing that anxiety has always existed due to an innate human tendency to be suspicious of new things, many believe that complete elimination of cyberphobia is impossible, but it is possible to identify levels, and strategies to significantly reduce them. According to Michelle Weil and Larry Rosen (1990), according to anxiety levels, people can be divided into three types:
Uncomfortable user: is quite comfortable with the computer, experiencing restlessness and anxiety only when working with new programs or when acquiring new skills. As a rule, he copes with his problems independently;
Cognitive technophobe: outwardly calm, but experiences discomfort from lack of self-confidence, expressed in strong feelings about his own inadequacy. IN
the learning process needs psychological support;
Anxious technophobe: while working at the computer, signs of anxiety manifest themselves at the psychophysiological level: sweating, palpitations, dizziness, increased blood pressure. Students of this type require special treatment, and possibly psychological correction.
There are a number of models of computer anxiety. According to S. Chua, D. Chen, and
A. Wong (1999), this phenomenon can be classified “as a complex psychological construct that cannot be fully described from one point of view.” They summarized the definition of computer anxiety as “a kind of anxiety state that can be modified and measured through repeated measurements.”
Various scales are used to measure computer anxiety abroad. A number of measuring instruments are presented in Table 1.
Table 1 - Scales for measuring computer anxiety
Instrument Number of Items Subscale Typical Item
ATC (Attitudes Towards Computers, Raub, 1981) 25 ATC-CA I am afraid to use a computer
CAS (Computer Attitude Scale, Loid and Gressard, 1984 29 CAS-CA Computers make me feel uncomfortable
CAIN (Computer Anxiety Index, Maurer, 1983 26 CAIN-CA Sometimes the thought of a computer makes me nervous
BELCAT (Blomberg-Lowry Computer Ayyitude Task, Ericson, 1987) 36 BELCAT-CA Computers don’t scare me at all
CARS (Computer Anxiety Rating Scale, Heinssen, Glass & Knight, 1987) 19 I feel unable to decipher a computer printout
The instruments listed in Table 1 are not adapted to the Russian-speaking sample and cannot be used to measure anxiety in our universities, however, if translated qualitatively into Russian, they can well be used as questionnaires in pilot studies.
Computer addiction
A number of researchers divide users into three types depending on their attitude towards computers and information technologies. Diana Saparniene, Gediminas Merkys and Gintaras Saparnis (identified among the students a group of “functionalists”, “afraid of computers”,
computerphobes and fans and enthusiasts.
The group of functionalists included students who took a neutral position in relation to the computer. None of them regards the computer as an object of particular affection and admiration, or shows any fear of its use. For functionalists, a computer is simply a tool for performing certain functions.
The group of computerphobes includes students who view the computer as a source of fatigue, tension, and dissatisfaction. They demonstrate absolute indifference to the computer and experience a kind of discomfort in the company of computer lovers. Representatives of this group do not regard the computer as an essential factor for their improvement and education. They feel emotionally
motivational dissatisfaction with the computer.
Computer geeks and enthusiasts view the computer as a hobby, an object of admiration. They express their emotions with the following statements: “Living without a computer is like living without air,” “If I am deprived of a computer, life will become boring.” Respondents in this group believe that the computer is a means of improvement and education. Representatives of this group show completely positive attitudes towards the computer.
Sabine Feierabend and Walter Klingler (2000) also proposed dividing users into three groups, calling them “PC pragmatists” (PC-Pragmatiker), “PC-avoiders” (PC-
Verweigerer) and “PC fans” (PC-Fans).
PC pragmatists have a positive attitude towards computers. They are calm and critical of computers.
PC evaders distance themselves from computers. They prefer to read and watch television programs without the help of a computer. It’s hard to imagine that they use a computer for learning or leisure.
PC fans have more than a positive attitude towards the computer. They prefer the computer to the media, books and television. PC fans would love to spend even more time with the computer, as for them it is the best way to spend their time.
An extreme degree of computer fanaticism can eventually transform into computer addiction. This phenomenon of attitude towards the computer became the object of research in the late 80s. last century. With the development of network technologies
logy, the term “Internet addiction” appeared, that is, dependence on the Internet.
There is no generally accepted criterion for separating computer addicts from other computer users. Often the criterion is taken to be the amount of time a person spends at a computer without a clear need, and researchers name different threshold times (from three hours a day or more). As a rule, such uncontrolled communication with a computer leads to a change in people’s mental state: decreased mood, decreased activity, and deterioration of well-being. Often this manifests itself as dysphoria - a state of melancholy, gloomy dissatisfaction with malicious irritability, leading to an explosion of anger with aggression. Computer addicts are constantly in a state of frustration and low mood in the real world. Their behavior is characterized by a desire to escape reality by changing their mental state.
The authors identify different stages of computer addiction, and in relation to different forms of activity. In the habituation stage, a person realizes that he spends too much time at the computer unnecessarily, and can independently interrupt his work. He does not sit down at the computer as soon as he is given the opportunity. The subcritical stage is characterized by an obsessive desire to sit down at the computer with all or almost all available opportunities. However, a person can easily get distracted from the computer and interrupt work, switching to dialogue with others. At the critical stage, the addict does not need human communication; contacting him while he is looking at the computer causes inappropriate behavior, often aggressive. He cannot interrupt his work on his own. The fatal stage is characterized by the destruction of physical and mental health.
Computer addiction is a dependence not on the computer, but on the types of interactive activities that it provides, including via the Internet. This could be programming, role-playing games, communication on social networks and much more. The opportunities are expanding every day. Listing the elements of the list of additive agents in the formation of Internet addiction, D.S. Zanin calls distance learning. Distance learning and the constant pursuit of improvement are characterized by targeted information; a person seeks to improve his qualifications (personal development) by participating in distance learning seminars and collecting information on professional activities (learning for the sake of learning). Work activity in the Internet space, which assumes the daily influence of additive agents on the user’s personality, is also a model of sublimated dependent behavior (2011).
The phenomenon of computer addiction must be taken into account by teachers in the learning process. Each addict has their own specific situation. Everyone should be provided with their own approach to help them get out of the state of dependence. We are, of course, not talking about computer addicts in a critical and fatal stage, when the help of another specialist is required.
A teacher’s work can be helped by knowledge of the personal characteristics of students prone to Internet addiction, studying which T. S. Spirkina discovered that such users are characterized by emotional instability, low self-control, subordination to others, sensitivity, timidity, tension, introversion, anxiety ( 2008). Since computer addiction is a derivative of the fundamental psychological properties of the individual, it is almost impossible to persuade students susceptible to it to become “computer independent.” Correction of emotionally unstable conditions is necessary. The teacher’s task is to allow the addict to experience a variety of thrills that are not related to the subject of his addiction. In each specific case, it is necessary to offer an alternative constructive dependence that is not entirely related to working on a computer and that evokes a state of interest. Collective work using information technology is useful, involving addicts in real communication, empathy for achievement and joy from achieving a result.
However, the teacher’s task includes not only the rehabilitation of computer-dependent students, but also the prevention of computer addiction among people in the addiction stage. The list of measures should include primary prevention, which consists of explaining and preventing the possible negative impact of long-term communication with a computer, and strict adherence to occupational hygiene. Work breaks and switching from one type of activity to another are required. It is necessary to acquaint students with the basic techniques of self-education and correction of their mental states.
Relation to the computer as a multicomponent structure
A review of the literature has shown that there is no generally accepted definition of the concept of attitude, but many authors agree that it is a complex phenomenon that cannot be observed directly, but can be inferred from overt behavior, both verbal and non-verbal. Attitudes are defined as psychological constructs that include emotions, cognitions, beliefs, and other elements. However, in practice, it is most often associated with social stimuli and with responses that have an emotional connotation.
Some researchers add to the emotional elements individual elements of other
plan and are trying to establish a relationship. Thus, the work examined the relationship between four elements of the emotional component (anxiety, anger, joy, fear) and the nine most important computer skills.
In domestic science, the theoretical foundations for the analysis of human relationships were laid
V. M. Bekhterev (1904) and A. F. Lazursky (1912), subsequently V. N. Myasishchev (1960) developed a psychological concept of personality relationships. According to V.N. Myasishchev, a distinctive feature of a psychological attitude is its consciousness: “A person’s relationship is a potential manifested by the conscious active selectivity of a person’s experiences and actions, based on his individual, social experience.”
In accordance with theoretical ideas about psychological relationships, their nature, structure and functions (V.N. Myasishchev, B.F. Lomov), we can distinguish the cognitive, emotional, and conative aspects of the psychological relationships of participants in the educational process to computers.
The cognitive (rational) side of the psychological attitude reflects the awareness and rational assessment of one’s activities in the new information environment. The emotional (evaluative) side of a psychological attitude is a set of subjective, emotionally charged opinions and assessments about the objects and conditions for the implementation of this activity. The conative (behavioral) side of the relationship is represented by the perceived motives and goals of activities mediated by computers and information technologies, as well as readiness to carry out all its types.
A study of the attitudes of participants in the educational process towards the computer from these positions was carried out by T. M. Krasnyanskaya (1996),
A. B. Trofimov (2002), A. E. Serezhkina and M. E. Dmitriev (2006), M. N. Garanina, M. E. Dmitriev and A. E. Serezhkina (2010).
In the work, the attitude towards computer-mediated activity is considered as an element of psychological readiness for its implementation. The organization and main results of developing readiness for productive use of a computer are discussed.
The work examined the attitudes towards information and pedagogical technologies of students at universities of the Ministry of Internal Affairs of Russia. The preferences of students were determined (choice of learning technology for various types of classes), as well as factors contributing to a positive attitude towards technology mediated by computers, among which the maximum number of students named high motivation for cognitive activity and operational control of knowledge. The study showed the effectiveness of using new information technologies at all stages of the pedagogical process.
We examined the possibilities of self-analysis of attitudes towards computers and information technology.
nology in the system of additional professional education. It is shown that this approach stimulates the formation of readiness for the conscious use of information technologies in teaching activities.
The paper presents the results of a study of the value-motivational attitudes of higher school teachers towards information technology activities, obtained in the process of advanced training. The authors argue that in the process of teaching new information technologies it is absolutely necessary to show students the prospects, the universality of the technologies they are studying, and the possibilities of using them in their research and teaching activities. The results obtained indicate that in the process of such training, a restructuring of the hierarchy of dominant motives for studying information technologies occurs. Among the leaders are the motives of self-realization and self-development.
Conclusion
A positive attitude towards computers and information technologies largely determines the effectiveness of computer-mediated activities. There is no generally accepted definition of the concept of relationship; as a result, researchers study only certain aspects of this complex phenomenon. The most preferable approach is to study a person’s attitude to a computer as a result of his interaction with the computer and information technology, depending on the extent to which the activity mediated by the computer allows one to manifest and develop his individuality. This approach can contribute to the formation of a positive attitude towards this type of activity and the achievement of its effectiveness, but today it remains underrepresented in foreign and domestic scientific publications.
Literature
1. Christensen, R. Parallel Forms of Measuring Teachers’
Attitudes Toward Computers / R. Christensen // Information Technology & Teacher Education (SITE)’s 9th International Conference, Washington,
DC. 1998 (http://courseweb.unt.edu/gknezek/studies/SITET AC/tsld001.htm).
2. Jay, T. B. Computerphobia: What to do about it? / T. B. Jay // Educational Technology. - 1981. - January. -P. 47-48.
3. Doronina, O. V. Fear of the computer: nature, prevention, overcoming / O. V. Doronina // Issues of psychology. - 1993. - No. 1. - P. 68-78.
4. Kay, R. Exploring the relationship between emotions and the acquisition of computer knowledge / R. Kay // Computers & Education. - 2008. - 50(4), P. 1269-83.
5. Sonnenmoser, M. Ein weit verbreitetes Phanomen / M. Sonnenmoser // Deutsches Arzteblatt. - 2010. - H. 1, S. 32-33.
6. Hornung, S. Einstellung gegenuber Computern und Ak-zeptanz computerisierter Untersuchungen bei stationar be-handelten psychiatrischen Patienten: Diss. ... D. der Medi-
zin/S. Homung. - Frankfurt am Main/ - 2006/ - 147 s. (publikationen.ub.uni-frankfurt.de/).
7. Shamsa, A. A Study of I.C.S Students, Knowledge, Anxiety and Attitude Towards Computers / A. Shamsa // PhD thesis, University of the Punjab, Lahore. 2004 (http://eprints.hec.gov.pk/1580/1/1459.HTM).
8. Agbatogun, A. O. Self-concept, computer anxiety, gender and attitude towards interactive computer technologies: A predictive study among Nigerian teachers / A. O. Agbatogun // International Journal of Education and Development using Information and Communication Technology (IJEDICT). -2010. - Vol. 6. - Issue 2. - P. 55-68.
9. Shah1, M. M. Experiencing Computer Anxiety / M. M. Shah1, R. Hassan, R. Embi // 2nd International Conference on Business and Economic Research (2nd ICBER 2011), Proceeding. - P. 1631-1645.
10. Weil, M. M. The etiology of computerphobia / M. M. Weil, L. D. Rosen, S. E. Wugalter // Computers in Human Behavior. - 1990. - 6. - P. 361-379.
11. Chua, S. Computer anxiety and its correlates: a meta-analysis/ S. Chua, D. Chen, A. Wong, // Computers in Human Behavior. - 1999. - 15(5), P. 609-623.
12. Gardner, D. G., The Measurement of computer attitudes: An empirical comparison of available scales / D. G. Gardner, R. Discenza, R. L. Dukes // J. Educational Computing Research. - 1993. - 9(4), P. 487-507.
13. Heinssen, Jr. R., Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale / R. Heinssen, Jr., C. Glass, L. Knight, // J. Computers in Human Behavior. - 1987. - 3, P. 49-59.
14. Saparniene, D., Students’ Attitudes towards Computer:
Statistical Types and their Relationship with Computer Literacy / D. Saparniene, G. Merkys,
G. Saparnis (http://www.leeds.ac.uk/educol/documents/1435 81.htm).
15. Feierabend, S., Jugend, Information, (Multi-) Media
2000 / S. Feierabend, W. Klingler
(http://www.media-perspektiven.de/uploads/tx_mppublicati ons/11-2000_Klingler.pdf).
16. Zanin, D. S. Prevention of the formation of Internet addiction: methodological aspect of program development / D. S. Zanin // Pedagogical Journal of Bashkortostan. - 2011. - No. 5. - P. 48-55.
17. Spirkina, T. S. Personal characteristics of Internet users prone to Internet addiction / T. S. Spirkina // Izvestia of the Russian State. ped. University named after A.I. Herzen. - 2008. - No. 60. - P. 473-478.
18. Krasnyanskaya, T. M. Attitude to computer-mediated activity as an element of psychological readiness for its implementation / T. M. Krasnyanskaya // Bulletin of the Stavropol State University. - 1996. - Issue. 8. - pp. 97-101.
19. Trofimov, A. B. Attitude of students to modern information and pedagogical technologies / A. B. Trofimov // Sociological studies. -2002. - Vol. 12. - pp. 128-131.
20. Serezhkina, A. E. Self-analysis of attitudes towards information technologies as a factor in the formation of readiness for their use in teaching activities / A. E. Serezhkina, M. E. Dmitriev // Vestnik Kazan. technol. un-ta. - 2006. - No. 6. - P. 259-265.
21. Garanina, M. N. Value-motivational relationships
education of higher school teachers in information technology activities / M. N. Garanina,
M. E. Dmitriev, A. E. Serezhkina // Vestnik Kazan. technol. un-ta. - 2010. - No. 12. - P. 93-96.
© A. E. Serezhkina - Ph.D. psychol. Sciences, Associate Professor of the department. MFA KNRTU, [email protected].
