Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology

This study examines the role of students' thinking styles in their knowledge and use of as well as in their attitudes towards the use of computing and information technology (CIT) in education. One hundred and five students from a large university in Texas responded to the Thinking Styles Inventory and to a brief measure of their attitudes towards the use of CIT in education. Between the present study and a previous study of Hong Kong students, the following common findings have been obtained. First, the more creativity-generating thinking styles positively predicted knowledge and use of CIT as well as a favorable attitude towards the use of CIT in education, whereas the more norm-conforming thinking styles negatively did so. Second, female students reported less knowledge and use of CIT. Minor differences were also identified between the U.S. and Hong Kong groups. These findings have implications for teachers, staff development personnel, and for CIT program designers.