Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice (original) (raw)
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Education and Information Technologies
Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers' computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers' intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.
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.
Investigating Perception Changes in Teachers Attending ICT Curricula through Self-Efficacy
gg.rhul.ac.uk
This paper introduces the construct of Self-Efficacy as a method to measure the impact that ICT-enhanced teacher training has on teachers. Firstly, Self-Efficacy and its related subconstructs, Computer Self-Efficacy and Teacher Self-Efficacy, are presented. Secondly, three research settings where the construct have been tested are introduced: two related to BET K-12 (Brazilian Elearning Teacher training in K-12) project and one related to MELISSA (Measuring ELearning Impact in primary Schools in South African disadvantaged areas). Finally, results of the three experiments are presented and discussed.
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.
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.
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...
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.
The current study analyzes the relationship between the apparent teacher’s self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al,2004) was used to determine theconfidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement onteachers’attitudes towards usingtechnologywas examined using an opened and a closed questionnaire.Teachers’ performance was measured by means of their Active inspire projects results using active boards after their third practice of training in computer skills and Active inspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983). The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r= 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Active inspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.