Journal of Technology in Counseling

Computers became an integral part of K-12 education systems during the 1980’s. Their presence has continued to increase over the past two decades. In the beginning, computers in schools were found mostly in computer labs and computer teachers taught students how to use and program computers. As the computer become more “user friendly,” utilization spread to secretary’s offices, then to administrator’s offices and so on. Now, teachers have computers for use in their classrooms, librarians make extensive use of computers, and school counselors use computers in many ways.

Several authors have made suggestions for how school counselors can utilize computers in their work. Van Horn and Myrick (2001) proposed that email, websites, and electronic newsletters could be used for the retrieval and dissemination of information. For example email could be used to get information about a student from parents, teachers, or others. Parents and students could be informed about such things as testing dates, college representative visits, parent information nights, and many other things. A website and e-newsletters could contain information about the school, the school counseling program, and services offered in the community. The school counseling philosophy and mission could be posted along with each counselor’s contact information, referral processes, and many other bits of information. The internet is very convenient way of providing unlimited information to parents and students via links to other services and information sites such as career information, study skills help, parenting help, tutoring services, etc. Van Horn and Myrick made further suggestions of using computers for distance learning through videoconferencing, having a completely online High School, and for exploring colleges and careers. They stated that computers could be used for such things as supervision, networking, training, and even counseling.

Stone and Turba (1999) recognized that computers could be used in the advocacy process. Computers could be used to collect and aggregate and disaggregate data to find patterns in student data. By monitoring data such as grades, attendance, and discipline records, school counselors may be able to identify patterns in the data that inform the school counselor of previously unnoticed needs for advocacy. Furthermore, students who may not consider themselves financially capable of attending college may, because of a counselor’s web site, realize they could fund their college education. Myrick & Sabella (1995) made suggestions for the provision of supervision and consultation though computer technology. They proposed that district directors of school counseling and university faculty could provide supervision through email.

Casey (1995) suggested the use of computers for developmentally appropriate interactive lessons for upper elementary and middle school aged students. He provided age specific suggestions for this work. For example he suggested that ten year old students with poor social skills use interactive computer games to hone their skills in a non-threatening way. Other ways in which computer technology has been utilized in school counseling includes the use of presentation software to provide small group and classroom guidance activities, to provide chat rooms for on-line groups, and listservs for counselors to communicate with one another (Holcomb-McCoy, 2005).

Clearly there are several ways in which school counselor can make use of computer technology. Holcomb-McCoy (2005) conducted a study to find out how school counselors make use of computer technology. She found that school counselors primarily use computers for word processing and email. Email was used for communication with parents and teachers frequently, but infrequently for making contact with students. Data base software was also used in moderation. Other types of computer work, such as software for presentation and webpage development, were used sparingly.

It is clear that computers have a functional place in schools generally and in school counseling specifically. However, there are two drawbacks to the proliferation of computer use among school counselors – training and attitudes. The first is the lack of computer training provided by schools. Owen (1999) commented that one of the limiting factors in the use of computers by school counselors is their lack of inservice training. Schools as well as counselor education programs need to do a better job of preparing school counselors to properly use computers in their practice. The second barrier is a lack of interest by school counselors. Myrick & Sabella (1995) stated, “the school counselor population tends to be made up of personality types who are wary of technology (p. 35).” Owen added that school counselors not only lack training, but they lack the desire and confidence to use computers in their practice.

Because training is more available than ever and because computers are becoming more a part of schools, it is possible that the lack of expanded use of technology in school counseling practice may be due to the attitudes of school counselors toward technology use. The main purpose of this study was to explore school counselor’s attitudes toward technology. Therefore, there were two research questions in this study. One was “what are the attitudes of school counselors regarding technology?” Two was “what are the experiences of school counselors with technology.

We contacted, requested, and received 3,000 randomly chosen names and addresses of professional members from ASCA. Surveys were then mailed to all of the provided professional members. Of those surveyed, 640 returned surveys for a response rate of 21.3%. The participants in this study were all practicing school counselors ranging from Pre-Kindergarten through twelfth grade. Approximately 87.7% (n=561) of the respondents were female and 11.6% (n=74) were male. The ethnic makeup of the respondents was 89.4% (n=572) Caucasian, 3.0% (n=19) African American, 2.0% (n=13) Hispanic/Latino, 1.1% (n=7) Asian/Pacific Islander, 0.3% (n=2) Native American, 2.0% (n=13) other, and 2.2% (n=14) chose not to respond to this part of the survey.

To assess the attitudes school counselors have toward technology (research question one), the Computer Attitude Scale (CAS; Loyd & Loyd, 1985) was administered. According to Nash and Moroz (1997), the CAS is the tool of choice when investigating attitudes towards computers. In its second version, the CAS consists of 40 items measured on a four point Likert-scale (Strongly Agree, Slightly Agree, Slightly Disagree, and Strongly Disagree). Along with an overall score, the CAS produces the following four subscales: computer anxiety, computer confidence, computer liking, and computer usefulness. Reliability alpha coefficients range from .82 (computer usefulness) to .90 (computer anxiety) with an overall reliability estimated to be .95 (Loyd & Loyd, 1985).

However, to contextualize the attitudes of school counselors toward technology, the degree to which school counselors had experience with technology and their degree of technological competence was measured by an 34-item instrument developed by the authors (research question two). This demographic instrument included items assessing the level of experience and competency with technology equipment (6 items), computer hardware (15 items), and general computer software (13 items). For each item experience and competence was measured on a 6-point Likert Scale. Experience refers to the familiarity participants have with a specific technology and utilized the following Likert Scale: 1 = Never, 2 = Once, 3 = A Few Times, 4 = Many Times, 5 = Frequently; and 6 = Vast Experience. Competence refers to the degree participants feel they are knowledgeable and skillful with a specific technology. Competence utilized the following Likert Scale: 1 = Not Competent, 2 = Slightly Competent, 3 = Moderately Competent, 4 = Competent, 5 = Highly Competent, and 6 = Extremely Competent.

We made an initial mailing to 3,000 professional members of the American School Counselors Association. Any surveys that were returned due to insufficient addresses were researched, accurate addresses were found, and the survey was mailed to the new address. No surveys were returned because of insufficient addresses following this procedure. One week following the initial mailing, we mailed a postcard to each potential participant thanking those who had already returned their surveys and urged those who had not to do so. The mailing included an informed consent letter and the survey.

All data were entered into SPSS Base 13.0 for Windows. A variety of statistical analyses were pursued in this study (e.g., Multivariate Analysis of Variance, Simple T-tests, etc.), but none showed statistical significance (p<.05). Therefore, data presented below are descriptive in nature and best represents the overall picture of the attitudes, experiences, and competencies of school counselors in relation to technology.

Results of the data are presented in two sections. First, the data that described the results from the Computer Attitude Scale will be presented in descriptive data format. Secondly, the findings from the degree of competence and experience with specific aspects of technology will be presented.

Overall, the school counselors in this sample had a positive attitude toward computers (mean = 3.37; SD = 1.85). Among the four subscales of the CAS, the school counselors rated highest on the Computer Usefulness subscale (mean = 3.34; SD = 1.96). Next was Computer Liking (mean = 3.00; SD = 2.96) followed by the Computer Anxiety subscale (mean = 2.57; SD = 2.14). Lastly, the CAS produced a mean of 3.97 and a standard deviation of 2.55.

The CAS includes both positively and negatively skewed questions. An item analysis was conducted and the results from the positively skewed questions are depicted in Table One while the negatively skewed questions are depicted in Table Two. The more favorable attitude equates to agreement with positively skewed items and disagreement with negatively skewed items.

The positively skewed items that respondents rated as Slightly Agree or Strongly Agree the most included: “learning about computers is worthwhile” (98.2%); “I am sure I could do work with computers” (95.6%); “I would feel comfortable working with a computer” (94.5%); “I will use computers many ways in my life” (95.6%); and “knowing how to work with computers will increase my job possibilities” (93.9%). While the positively skewed items that respondent’s rated as Slightly Agree or Strongly Agree the least included: “if a problem is left unsolved in a computer class, I would continue to think about it afterward” (71.5%) and “once I start to work with the computer, I would find it hard to stop” (49.2%).

The negatively skewed items that respondents rated as Slightly Disagree or Strongly Disagree the most included: “learning about computers is a waste of time” (98.9%); “I can't think of any way that I will use computers in my career” (98.7%); “I feel aggressive and hostile towards computers” (94.8%); “I expect to have little use for computers in my daily life” (95.5%); “I do not think I could handle a computer course” (96%); “I think using a computer would be very hard for me” (93.5%); “I get a sinking feeling when I think of trying to use a computer” (93.1%); “working with a computer would make me very nervous” (94.1%); “I will do as little work with computers as possible” (93.6%); and “working with computers will not be important to me in my life's work” (92.4%). While the negatively skewed items that respondent’s rated as Slightly Disagree or Strongly Disagree the least included: “I don't understand how some people can spend so much time working with computers and seem to enjoy it” (75%); “the challenge of solving problems with computers does not appeal to me” (68.6%); “I do not enjoy talking with others about computers” (59.2%); “I don't think I would do advanced computer work” (56.1%); and “figuring out computer problems does not appeal to me” (46.6%).

It was found that the greater amount of experience one had with a specific aspect of technology, the greater their amount of perceived competence. Table Three shows that all aspects of technology analyzed in this study produced similar levels of experience and competence. For example, individuals had the highest level of experience (Mean = 5.91, SD = .34) and competence (Mean = 5.80, SD = .59) with “turning on a computer”. It was also shown that “use of software to edit audio files”, “use of Dreamweaver to develop basic web pages”, and “use of software to develop internet surveys” had the lowest mean experience and competence ratings. For the most part, all other aspects of technology had the same relationship falling on the continuum from low means to high means of experience and competence.

The aspects of competence (Highly Competent nearing Extremely Competent) and experience (Frequent nearing Vast Experience) found to be the highest (Mean of 5.00+) were basic computer skills (e.g., turning off and on a computer; using a keyboard, mouse, and printer; and using software to write reports and letters). The use of a video cassette recorder (VCR) was also rated in this category.

The aspects of competence (Competent nearing Highly Competent) and experience (Many Times nearing Frequent) found to be the next highest (Mean of 4.00 to 4.99) included the use of other classroom equipment (e.g., overhead projector and audio recorder). In this category individuals were found to be nearing high levels of competence and frequent experience with installing hardware on computers (e.g., installing a printer, mouse, keyboard, and monitor). The use of the “control” and “function” keys on the keyboard were also found to be rated in this category; though it seemed as though more individuals had experience in this category but considered themselves relatively less competent compared to using an overhead projector and audio recorder.

Competence (Moderately Competent nearing Competent) and experience (A Few Times nearing Many Times) ranging from a mean of 3.00 to 3.99 is the next highest category. Using a video camera, using computer software to develop schedules, installing software on a computer, and using a digital camera are the highest ranked aspects in this category. Lower in this category is the use of software to develop spreadsheets, presentations, or marketing information. Near the 3.00 mean, is the ability to use a computer scanner and a USB port.

The aspects of competence (Slightly Competent nearing Moderately Competent) and experience (Once nearing A Few Times) found to be the next to lowest (Mean of 2.00 to 2.99) included the us of computer hardware such as a parallel port and computer software to develop databases and edit pictures. The use of a digital projector was also in this category.

The aspects of competence (Not Competent nearing Slightly Competent) and experience (Never nearing Once) found to be the lowest (Mean of 1.00 to 1.99) included the use of software to develop basic web pages and internet surveys, edit audio files, and analyze statistical information. The use of video conferencing equipment and desktop computer cameras were also rated in this lowest category.

The overall findings of positive attitudes toward computers support the findings of similar studies (e.g., Bluhm, & Kishner, 1988; Stone, Thompson, & Lacount, 1989; Stone, & Turba, 1999) analyzing the attitudes of school counselors toward computers.

Because 56.8% of the respondents were 41-years-of-age or older, it is likely they received their school counselor preparation prior to the extensive infusion of technology in K-12 settings and in school counseling programs specifically. Therefore, these school counselors may be less comfortable using technology compared to those who have more recently received training that includes the use of technology. As a result of this study, it was interesting to find that no matter the age of the respondents, positive attitudes toward computers were present. However, age may account for the lower levels of perceived competence and experience with newer forms of technology such as webpage design or presentation software.

The positive attitudes and increased exposure after graduate school could be accounted for through continuing education units. LaTurno (2002) stated “school counselors need to make it a point to gain the skills necessary to effectively use (technology)”. Since 1995, state and national conferences (e.g., American School Counselor Association and the American Counseling Association) frequently offered workshops on technology.

One explanation for the positive attitudes toward computers is the idea that change is seen as a positive occurrence by school counselors. Fabry and Higgs (1997) stated that computer attitudes can be negatively skewed by the lack of openness to change. It could be said that school counselors, by nature, are more open to change because change is a fundamental tenant of the counseling profession. These positive attitudes could also be accounted for because school counselors may feel the need to be more aware of technology since their students are becoming more technology savvy. For example, students may find all sorts of things on the internet that may be detrimental to their healthy growth and development (e.g., information on drugs, suicide, dating etc.). Additionally, students are also using more sophisticated forms of technology for communication purposes (cell phones and other wireless devices). Unfortunately, they are using this technology to “cyber bully” one another. Because technology is causing rapid changes in the ability to access information and to communicate, it is imperative that school counselors keep pace with their changing clientele.

Given the positive attitudes toward computers and technology, we recommend that school counselors build upon such attitudes and continue to expand their knowledge and curiosity about technology. By talking with students and technology experts about the most current uses of technology, school counselors will stay informed about any needed technology related competencies.

Bluhm, H. P., & Kishner, S. (1988). The concerns and attitudes of school counselors toward computers. The School Counselor, 36, 47-53.

Casey, J. A. (2995). Developmental issues for school counselors using technology. Elementary School Guidance & Counseling, 30(1), 26-34.

Fabry, D. L., & Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17(4), 385-395.

Holcomb-McCoy, C. (2005). An examination of urban and suburban school counselors’ familiarity with the usage of computer technology. Journal of Technology in Counseling, 4(1). Retrieved from http://jtc.columbusstate.edu/Vol4_1/Holcomb/Holcomb.htm.

Loyd, B. H., & Loyd, D. E. (1985). The reliability and validity of an instrument for the assessment of computer attitudes. Educational and Psychological Measurement, 45, 903-908.

LaTurno Hines, P. (2002). Student technology competencies for school counseling programs. Journal of Technology in Counseling, 2(2), http://jtc.columbusstate.edu/vol2_2/hines/hines.htm.

Myrick, R. D. & Sabella, R. A. (1995). Cyberspace: New place for counselor supervision. Elementary School Guidance & Counseling, 30(1), 35-44..

Nash, J. B., & Moroz, P. A. (1997). An examination of the factor structures of the computer attitude scale. Journal of Educational Computing Research, 17(4), 341-356.

Owen Jr., D. W. (1999). Computer utilization by school counselors. Professional School Counseling, 2(3), 179-182.

Stone, C. B. & Turba, R. (1999). School counselors using technology for advocacy. Journal of Technology in Counseling, 1(1). Retrieved from http://jtc.columbusstate.edu/vol1_1/advocacy.htm

Stone, W. H., Thompson, S. D., & Lacount, D. M. (1989). Attitudes of high school counselors toward computers. The School Counselor, 36, 281-285.

Van Horn, S. M. & Myrick, R. D. (2001) Computer technology and the 21^st century school counselor. Professional School Counseling, 5(2), 124-130.

		Strongly Disagree		Slightly Disagree		Slightly Agree		Strongly Agree
	N	n	%	n	%	n	%	n	%
Learning about computers is worthwhile	638	8	1.3	3	0.5	94	14.7	533	83.5
I am sure I could do work with computers	633	15	2.4	13	2.1	109	17.2	496	78.4
I would feel comfortable working with a computer	637	14	2.2	21	3.3	131	20.6	471	73.9
I will use computers many ways in my life	636	5	0.8	23	3.6	138	21.7	470	73.9
Knowing how to work with computers will increase my job possibilities	638	15	2.4	24	3.8	149	23.4	450	70.5
Computers do not scare me at all	637	22	3.5	77	12.1	141	22.1	397	62.3
I would like working with computers	637	10	1.6	42	6.6	201	31.6	384	60.3
It wouldn't bother me at all to take computer courses	637	14	2.2	48	7.5	192	30.1	383	60.1
Generally, I would feel OK about trying a new problem on the computer	629	20	3.2	33	5.2	214	34.0	362	57.6
I would feel at ease in a computer class	637	10	1.6	48	7.5	219	34.4	360	56.5
I could get good grades in computer courses	637	6	0.9	34	5.3	238	37.4	359	56.4
I do not feel threatened when others talk about computers	638	27	4.2	89	13.9	185	29.0	337	52.8
I'll need a firm mastery of computers for my future work	636	22	3.5	88	13.8	236	37.1	290	45.6
It is important to me to do well in computer classes	633	10	1.6	36	5.7	299	47.2	288	45.5
I think working with computers would be enjoyable and stimulating	638	21	3.3	103	16.1	244	38.2	270	42.3
I have a lot of self confidence when it comes to working with computers	634	35	5.5	109	17.2	284	44.8	206	32.5
I am sure I could learn a computer language	639	34	5.3	103	16.1	300	46.9	202	31.6
When there is a problem with a computer run that I can't immediately solve, I would stick with it until I have the answer	639	50	7.8	150	23.5	274	42.9	165	25.8
If a problem is left unsolved in a computer class, I would continue to think about it afterward	635	42	6.6	239	21.9	298	46.9	156	24.6
Once I start to work with the computer, I would find it hard to stop	637	74	11.6	250	39.2	184	28.9	129	20.3

Descriptive Data Regarding Negatively Asked Questions about Technology Attitudes (Arranged in Ascending Order from Strongly Disagree to Strongly Agree)

		Strongly Disagree		Slightly Disagree		Slightly Agree		Strongly Agree
	N	n	%	n	%	n	%	n	%
Learning about computers is a waste of time	637	581	91.2	49	7.7	5	0.8	2	0.3
I can't think of any way that I will use computers in my career	638	573	89.8	57	8.9	3	0.5	5	0.8
I feel aggressive and hostile towards computers	638	531	83.2	74	11.6	30	4.7	3	0.5
I expect to have little use for computers in my daily life	639	509	79.7	101	15.8	23	3.6	6	0.9
I do not think I could handle a computer course	637	506	79.4	106	16.6	19	3.0	6	0.9
I think using a computer would be very hard for me	638	498	77.5	102	16.0	33	5.2	5	0.8
I get a sinking feeling when I think of trying to use a computer	638	492	77.1	102	16.0	36	5.6	8	1.3
Working with a computer would make me very nervous	632	488	77.2	107	16.9	33	5.2	4	0.6
I will do as little work with computers as possible	639	479	75.0	119	18.6	26	4.1	15	2.3
Working with computers will not be important to me in my life's work	632	465	73.6	119	18.8	21	3.3	27	4.3
Computers make me feel uneasy and confused	637	451	70.8	114	17.9	62	9.7	10	1.6
Computers make me feel uncomfortable	635	440	69.3	108	17.0	74	11.7	13	2.0
I'm not the type to do well with computers	637	411	64.5	152	23.9	60	9.4	14	2.2
Anything that a computer can be used for, I can do just as well some other way	635	353	55.6	228	35.9	40	6.3	14	2.2
I'm not good with computers	633	345	54.5	163	25.8	90	14.2	35	5.5
I don't understand how some people can spend so much time working with computers and seem to enjoy it	637	283	44.4	195	30.6	119	18.7	40	6.3
The challenge of solving problems with computers does not appeal to me	636	220	34.6	216	34.0	143	22.5	57	0.9
I don't think I would do advanced computer work	635	175	27.6	181	28.5	190	29.9	89	14.0
Figuring out computer problems does not appeal to me	635	134	21.1	162	25.5	253	39.8	86	13.5
I do not enjoy talking with others about computers	632	125	19.8	249	39.4	213	33.7	45	7.1

	Experience			Competence
	N	Mean	SD	N	Mean	SD
Turn a computer on	633	5.91	0.34	632	5.80	0.59
Properly shutting a computer down	624	5.91	0.35	631	5.77	0.66
Type on a keyboard	627	5.89	0.42	629	5.66	0.80
Use a mouse	626	5.87	0.44	629	5.69	0.72
Use of a printer	630	5.82	0.54	629	5.49	0.92
Use software to develop letters and reports	625	5.48	1.14	628	5.12	1.35
Use a video cassette recorder (VCR)	626	5.31	0.93	627	5.05	1.07
Use an overhead projector	628	4.80	1.25	626	4.98	1.24
Use the “control” and “function” on a keyboard	626	4.75	1.35	630	4.43	1.59
Use an audio recorder	628	4.68	1.29	630	4.78	1.25
Install and plug in a printer	626	4.34	1.72	628	4.45	1.70
Install and plug in a mouse	632	4.31	1.74	629	4.52	1.70
Install and plug in a keyboard	630	4.29	1.75	627	4.51	1.70
Install and plug in a monitor	629	4.25	1.76	629	4.41	1.71
Use a video camera	629	3.90	1.41	630	3.80	1.50
Use software to develop schedules or calendars	628	3.87	1.89	628	3.70	1.91
Installing software on a computer from a CD	625	3.79	1.74	628	3.90	1.84
Use a digital camera	630	3.74	1.55	631	3.52	1.61
Use software to develop spreadsheets	625	3.56	1.77	627	3.20	1.77
Use software to develop flyers or marketing info.	625	3.48	1.94	627	3.35	1.96
Use software to develop group presentations	627	3.30	1.80	631	3.27	1.84
Use of a USB port	617	3.22	1.97	619	3.08	1.97
Use of a scanner	624	3.11	1.76	628	3.01	1.84
Use of a parallel port	610	3.00	1.96	612	2.93	1.96
Use software to develop databases	620	2.54	1.71	630	2.41	1.69
Use software to edit images or pictures	621	2.52	1.61	628	2.32	1.59
Use a digital projector	628	2.34	1.71	629	2.37	1.73
Use of a desktop computer camera	629	1.88	1.56	631	1.98	1.59
Use computerized statistical packages	625	1.56	1.18	628	1.51	1.13
Use MS FrontPage to develop basic web pages	625	1.54	1.20	629	1.60	1.27
Use video conferencing equipment	628	1.50	1.01	627	1.52	1.08
Use software to edit audio files	623	1.32	0.89	631	1.00	0.00
Use Dreamweaver to develop basic web pages	628	1.21	0.73	628	1.30	0.87
Use software to develop internet surveys	627	1.21	0.79	623	1.30	0.87

Steve Rainey, Jason McGlothlin, and Lynne Guillot Miller are faculty members in the Counseling and Human Development Services Program, College and Graduate School of Education, Health, and Human Services Kent State University, Kent, Ohio 44242-0001.