Individual datasets that do not belong to any series.
The survey charted parental attitudes towards the use of information technology in primary school teaching in Tampere (Finland). It also studied parents' own use of computers at home, work and in studies.
Firstly, respondents were asked about their experiences of using computers at home. Present or past possession of computers was queried on. Those respondents who had or had had a computer were presented with a set of questions about the reason, frequency and regularity of computer use at home. They were also asked who uses the home computer most and for what do their children use the computer. Experiences of using computers at work or in studying were probed. Previous or present access to computers, frequency, purpose and regularity of use were charted.
Respondents' attitudes towards the use of computers in elementary school teaching (teaching methods) were investigated next. They were presented with a set of attitudinal statements connected with, for example, learning, learning environment, teachers and their role and children themselves. The statements included both positive and negative effects of computers. Perceptions of the most important parenting goals were examined. The goals included obedience, good grades, manual skills and healthy habits. Opinions on the use of computers in primary school teaching were studied by asking how information technology can be used and in what grade should pupils be introduced to it. Respondents were also asked what kind of things should be taught about IT and how much could it be used in teaching other subjects. They rated the benefits of using television, video cassette recorder and tape recorder as teaching tools. Respondents were asked whether they were familiar with computer-based teaching material aimed at elementary school pupils. Finally, they assessed at what age children should begin school.
Background variables included the respondent's age, gender, main activity, basic and vocational education, household composition and structure, children's gender and grade in school.
Students received two questionnaires and two return envelopes. They were asked to return completed questionnaires as soon as possible. In case there was only one parent in the household, one of the questionnaires was to be returned blank. Teachers were advised to give the questionnaires to the eldest sibling and instruct pupils that the person who fills in the questionnaire can be someone who is considered to be their guardian. Target group was indefinite, since it was partly based on respondents' own interpretation and there was no information on the actual number of pupils' homes or possible respondents. In addition, there was no information on the number of pupils who were absent at the time when the questionnaires were handed out. 426 questionnaires were handed out, of which 312 were returned completed and 30 blank.