Investigating Perception Changes in Teachers Attending ICT Curricula through Self-Efficacy (original) (raw)
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Using Self-Efficacy to measure primary school teachers' perception of ICT: results from two studies.
International Journal of Eduacation and Development using ICT, 9(1), 2013
The aim of this article is twofold. First, the final results of two research projects, which investigated the impact of Information and Communication Technology (ICT) on primary schools teachers in disadvantaged areas in Brazil (BET k-12) and South Africa (MELISSA), are presented and discussed. Second, the Self-Efficacy construct is proposed as a tool to measure how teachers' perception of being able to use technology (CSE -Computer Self-Efficacy) affects teachers' perception of being an effective teacher (TSE -Teacher Self-Efficacy). This article intends to provide data gathered from two case studies in which the Self-Efficacy construct has been applied to measure the impact of ICT in teaching experiences. One out of four surveys confirmed the hypotheses of the abovementioned projects, namely, an increased CSE caused by the improvement of technological skills and a correlation between CSE and TSE. Hence, the authors considered the possibility of creating a new tool to better understand the impact of ICT on teacher training through Self-Efficacy.
Heliyon, 2020
The proliferation of ICT in South African basic education has not been associated with effective pedagogical uses of ICT in classrooms. While there is differential deployment of ICT as cognitive tools of instruction in South Africa's schools, the effects of educators' ICT self-efficacy on their pedagogical use of technologies is yet to be fully grasped. This research gap has been attributed to, inter alia, the lack of a detailed profile of ICT self-efficacy beliefs of educators and its effects on pedagogical uses of ICT by educators. This study employs a crosssectional survey, adapting a structured questionnaire to investigate the relationship between purposively selected 163 Gauteng educators' ICT self-efficacy beliefs and their pedagogical use of ICT. An exploratory factor analysis on pedagogical use of ICT (PUI) revealed three factors of 'traditional PUI' and one 'constructivist PUI'. Results suggest that ICT self-efficacy had a positive significant but moderate effect on the three traditional PUI and a positive significant and strong relationship with the constructivist PUI. Furthermore, a linear regression analysis found ICT self-efficacy to significantly predict all four PUI factors. The study recommends initial educator training that emphasises exposure of trainee educators to extended periods of hands-on engagement with ICTs in classroom environments. Furthermore, it recommends continuous ICT integration and the development of practicing educators with a focus on the "how to" integrate ICT tools as 'generative' mind tools. These interventions have potential to increase educators' ICT self-efficacy in resource constrained contexts. The implication is that educator training curricula are redesigned with an emphasis on practical lesson planning that includes ICTs as seamless resources used in the classroom in basic education.
Cypriot Journal of Educational Sciences, 2019
The aim of this study is to examine the relationship between teachers' self-efficacy perception on ICT and their attitude to ICT usage in the classroom. For this purpose, two scales were used: 'Teachers' Self-efficacy Perception on ICT Scale' and the 'Teachers' Attitude towards ICT Usage Scale'. A total of 42,307 teachers took part in this study. Mean, standard deviation, Pearson correlation and linear regression analyses were used to analyse the collected data. A significant relationship was found between teachers' self-efficacy perception on ICT and their attitude towards ICT usage in their classrooms. According to the findings, it can be said that if teachers' self-efficacy level is high, teachers can use ICT in the learning process effectively and they can develop themselves in ICT use. Moreover, they can improve class management while using ICT.
Usage of ICT in relation to self-efficacy among secondary school teachers
International Journal of Advanced Academic Studies
One of the most striking features of ICTs is their ability to transcend time and space. With the gradual rise of internet, a profusion of learning resources on virtually any topic and in a variety of mediums may now be accessed by an infinite number of individuals from anywhere and at any time of the day. This is especially important for many secondary schools in underdeveloped nations, where library resources are scarce and obsolete. The present study was undertaken to explore the Usage of ICT in relation to Self-Efficacy among secondary school teachers. The investigator collected data from 76 teachers of private and 45 teachers teaching in government secondary schools of Varanasi. Two sets of questionnaires consisting of usage of ICT and self-efficacy based on the Five-point Likert Scale were used to collect data from the secondary school teachers in Varanasi. Percentage analysis was used to explore the levels of self-efficacy and ICT usage among secondary school teachers. Furthermore, product-moment correlation and t-test were employed to find out the relationship and significant differences between ICT usage and self-efficacy between private and government secondary school teachers of Varanasi city. The findings of the study revealed that the majority of secondary school teachers came under the category of average level of ICT usage and Self-Efficacy. The study also revealed that there was a significant relationship between high and average levels of ICT usage and the self-efficacy of secondary school teachers. The study also revealed that there was a significant difference in the ICT usage and self-efficacy of government and private secondary school teachers.
Teacher Educators' Self-Efficacy Beliefs and Actual Use of ICTs in Teaching in the Kumasi Metropolis
Turkish Online Journal of Educational Technology, 2020
The study investigated how the Self-Efficacy Beliefs (SEB) of teacher educators in Colleges of Education in Ashanti Region of Ghana influenced their actual use of ICTs in teaching prospective teachers. Employing a mixed methods descriptive survey design, the views of 115 teacher educators were randomly sampled on a closed ended Likert-type scale questionnaire. A convenience sample of thirteen (13) of the teacher educators were subsequently observed for their actual use of ICTs in their teaching. The data were then subjected to frequency counts, percentage, and mean and correlational statistics analyses. The results indicated that the teacher educators were not certain on their ability to use ICTs in their teaching, besides not actually using such tools in their teaching. Furthermore, it can be inferred from the analyses that the lack of belief in their ability to use ICTs to teach translated into the teacher educators not actually using these tools in their teaching. It is recommend...
American Journal of Education and Practice
Background: ICT has become crucial in our everyday life and for that matter teaching and learning. It is, therefore, imperative to examine its involvement in education. Purpose: The current study sought to explore the influence of teachers' self-efficacy and attitude towards the integration of ICT into teaching and learning at the basic school level. Method: The study was a descriptive survey with a sample size of 159 teachers representing 270 accessible population which was purposively located. Respondents responded to the questionnaire via an online survey in the quest for data collection. Data to answer research questions and test research hypotheses were analyzed using frequencies, percentages, means, standard deviations, and Pearson Product Moment Correlational Coefficient. Findings: The study revealed that most teachers have a high level of self-efficacy. The study also found that majority of the teachers have positive attitudes toward the integration of ICT in teaching an...
Teachers’ Computer Self-Efficacy And Their Use Of Educational Technology
The Turkish Online Journal of Distance Education, 2014
This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers' personal and computer related (demographic) characteristics, their computer self-efficacy perceptions, their computer-using level in certain software, their frequency of computer use for teaching, administrative and communication objectives, and their use of educational technology preferences for preparation and teaching purposes. In this study, all primary, secondary and high school teachers in the small town were given the questionnaires to complete. 158 teachers (n=158) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data were analysed with examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the teachers think that they have good computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between; their computer self-efficacy perceptions, frequency of computer use for certain purposes, and computer level in certain programs in terms of different independent variables.
Ilorin Journal of Education, 2023
This study examined the teachers' self-efficacy in the use of information and communication technology for teaching basic technology in Ilorin metropolis. The study was a descriptive type using the survey method. Researcher designed questionnaire was used to elicit the views from the respondents. Sample comprised 262 Basic Technology teachers in upper basic schools in Ilorin. Data were analysed using mean to answer research questions 1 and 4 and t-test was used to test research hypothesis 1. The findings of the study showed that; basic technology teachers always use the basic ICT tools for teaching with Grand Mean of 2.83, the self-efficacy level of basic technology teachers in the use of ICT is moderate in teaching basic technology with Grand Mean of 2.93, basic technology teachers are perceived to possess strong self-efficacy in the use of ICT with a grand mean of 2.71, ICT adds value to teaching of Basic Technology with a grand mean of 3.12, there was no significant difference between male and female Basic Technology teachers' in their self-efficacy in the use of ICT with t (260) = 0.49, p > 0.05. The study concluded that basic technology teachers are skilled in the use of ICT for teaching. It was recommended among others that Government, NGOs and individuals should also make available facilities needed to access ICT, either by reducing the price or making it free of charge.
IMPACT OF SELF EFFICACY BELIEF NOVICE TEACHERS' IN CLASSROOM LEARNING ACHIEVEMENT ON ICT USAGE
Harf-A- Sukhan, 2022
Self-utilization is an active and intrinsic source of motivation when solving problems in this swift mounting era of technological age. Brain has transferred its workload towards Machines especially those are used in information and communication. Self-efficacy belief novice teachers is the teachers who Has the tendency to perform and implement learning behavior needed to produce specific performance linked with social needs with ICT and achievements, Laptop and Android mobile (ICT) in present, a combined and dominant part of human life in 21 st century. Increasing use of ICT is changing the effecting and organization of work and learning environment. Digital technology is also working for schools, and hence for novice teachers" in recent time. Escalating trends shows curiosity of human belonging to any field. The nature of this research paper is descriptive. Aim of the study is to explore "up-to-dated state-of the art as to the implementation of ICT usage in school education institutions", to measure the impact of Self-efficacy beliefs Novice teachers" on the use of ICT in teacher education institutions. Population of the study was secondary school teachers, teacher educators and Novice teachers of Grade 9&10 th. Sample of the study is those teachers who are users of ICT. Semi structured Questionnaire and observation sheet was developed to obtain the opinion of respondents. Results and findings show that more self-efficacy belief Novice teachers have influencing impact on usage of ICT in Pakistani school exist in various areas.
Use of ICT technologies and factors affecting pre-service ELT teachers' perceived ICT self-efficacy
This study aims to identify both level and frequency of ICT technology use and factors affecting perceived selfefficacy levels of pre-service English Language Teaching (ELT) teachers' (n=241) ICT self-efficacy. The data were collected through a survey during the 2011-2012 academic year that includes items on the use and frequency of ICT technologies along with three open-ended questions. The responses were analyzed in frequency and percentages using descriptive statistics within the framework of Technology Acceptance Model (TAM) based on Social Cognitive Theory and the content analysis technique. It could be concluded that majority of the pre-service ELT teachers find themselves self-efficacious in the use of ICT. Results further suggest that the perceived use of computers, experience and confidence play significant role while lack of knowledge and skills, technical problems and lack of confidence negatively influence ICT selfefficacy.