Factors Influencing Teachers' Technology Self-Efficacy: A Case Study (original) (raw)
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An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology
Asian Education Studies, 2016
Self-efficacy has been persistently cited as a major component in understanding how frequently and successfully individuals use technology. Preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers; thus, it is imperative that new teachers graduate with a high sense of self-efficacy regarding their abilities to use technology as an effective teaching tool. The purpose of this study was to determine preservice teachers' self-efficacy beliefs related to integrating technology into instruction. Elementary preservice teachers (n=28) from a single university completed a Likert-type survey using a forced choice scale with six points. Responses to the 5-item survey were converted to numerical data, and the research question was examined using descriptive statistics. Data indicated that almost all (93%) of the participants incorporated technology into the lessons they taught with the majority (68%) of participants reporting a high level of confidence in their ability to select and utilize technology in teaching. Further, 89% of the participants felt they could integrate technology across the curriculum with 80% indicating they were capable of determining the why, when, and how to do so most of the time.
University of Kurdistan, 2022
This quantitative study intended to investigate Iranian EFL Teachers' attitudes towards the use of instructional technology in their classroom and its impact on their self-efficacy. Eighty teachers were surveyed using Teacher Sense of Self-Efficacy Survey (TSES) and the Media Technology Usage and Attitudes Scale (MTUAS). The first research question was designed to examine teachers' attitudes towards the use of instructional technology within the classroom and its effects on their self-efficacy and concerning the subscales of teacher self-efficacy, the findings significantly predicted the impacts of the use of instructional technology on teachers' selfefficacy. In addition, after analyzing the data using Multiple Regression Analysis, it was further discovered that teacher self-efficacy had a significant relationship with the ability to integrate all of the subgroups: smartphones, the internet, social media, texting, and email; The results showed that emails and smartphones, two subscales of media questionnaire, could highly predict the significant impacts of the use of integrated technology on teachers' self-efficacy. The findings suggested that training for technology-related components may not need to focus on how to use the technologies, but focusing more on how the technologies can benefit the classroom and help learners to improve their learning within the classroom.
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.
A Systematic Review of Teacher’s Self-efficacy and Technology Integration
International Journal of Academic Research in Business and Social Sciences, 2018
Technology integration in teaching and learning is one of the critical elements to be taken care of especially by the teacher. To start this, teachers need to have a self-efficacy. Previous literature always relates technology integration with self-efficacy either among teachers or students. In this review, the relationship between teacher's self-efficacy and technology integration has been examined. Besides, this review also examined the factors, related to teacher's self-efficacy in technology integration. Articles access from October 2017 until January 2018 across two databases ERIC and Google Scholar was referred to. Before starting the review, inclusion and exclusion criteria were performed. From this review, it was found that most of the studies presented result as there was a positive relationship between teacher's self-efficacy and technology integration. Factors such as playfulness, ease of use, effectiveness, and usefulness impacted teacher's self-efficacy in technology integration. Overall, this review has shown that teacher's self-efficacy was the central role of technology integration in teaching and learning.
Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards
TechTrends, 2021
This quantitative study examined self-efficacy as a factor in teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Accordingly, the study established participating teachers' level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers' self-efficacy in leveraging technology for professional practice.
Journal of Educational Technology and Online Learning, 2021
This study aims to examine classroom teachers' technological pedagogical content knowledge and classroom teachers' self-efficacy beliefs. The research was conducted in the correlational research model, one of the general survey models. The sample of the research consisted of 1127 classroom teachers working in 150 primary schools affiliated with the Manisa Provincial Directorate of National Education in the 2020-2021 academic year. The research data were collected using online data collection tools consisting of three parts. "Technological Pedagogical Content Knowledge Scale for Classroom Teachers" and "Teacher Self-Efficacy Scale" were used as data collection tools. Descriptive statistics, ANOVA, Kruskal Wallis H Test and Pearson Correlation analyses were used in the analysis of the data. The results of the research showed that classroom teachers' technological pedagogical content knowledge and self-efficacy beliefs were at a high level. It was determined that the technological pedagogical content knowledge of classroom teachers showed statistically significant differences according to the variables of the duration of computer technology usage and the duration of mobile technology usage, and it was determined that there was no statistically significant difference in terms of gender and professional seniority variables. Teacher self-efficacy levels of classroom teachers showed a statistically significant difference in terms of professional seniority, duration of use of computer technologies and duration of mobile technologies, but there was no significant difference in terms of gender. Finally, with Pearson Correlation Analysis, it was concluded that there was a high level of a positive and significant relationship between classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs.
Journal of Technology and Teacher Education, 2016
This paper reports on two studies designed to examine pre-service teachers' self-efficacy beliefs. Study 1 investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study 1, 200 pre-service teachers completed the self-efficacy questionnaire. Confirmatory factor analyses resulted in a modified measurement model consisting of the three hypothesized self-efficacy scales. Study 2 reports on an intervention to clarify the effects of digital video composition experiences on these same three self-efficacy variables. participants were 22 pre-service teachers and 16 adult education students enrolled in a Finnish university education course. Data comprised pre-and post-measures of self-efficacy with the instrument validated in Study I. The results showed, in particular, a significant increase in pre-service teachers’ beliefs in all three aspects of self-efficacy. Provision of hands-on engagement with technologies appears to be an effective way to enhance pre-service teachers’ confidence in using technology in their teaching.
International Journal of Technology and Design Education
Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers' perceptions of and attitudes towards teaching technology in Swedish compulsory schools, focusing on teachers' perceived control. The following research question is posed: How do the teachers perceive self-efficacy and context dependency in teaching technology? Qualitative interviews were performed with 10 technology teachers in the compulsory school (ages 7-16), and the data was analysed using thematic analysis. Based on an attitude framework, three sub-themes of self-efficacy were found: experience, education and interest, subject knowledge, and preparation. Furthermore, four sub-themes of context dependency were found; collegial support, syllabus, resources and status. The results show that, according to the teachers in this study, self-efficacy mainly comes from experience, education and interest. Moreover, contextual factors can both limit and boost the teachers, but overall there are negative attitudes because of a lack of support and resources, which impedes the teaching. Teachers educated in technology education generally express more positive attitudes and thus seem to have advantages in relation to technology teaching, but still they sometimes express negative attitudes in the field of perceived control. Some implications of this study are that it is necessary to promote teacher education in technology and to reserve resources for technology education in schools, thereby supporting teachers in controlling contextual and internal factors that affect their teaching. This support to teachers is especially important if there is an intention for the subject to develop in new directions.