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The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
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Piper, D. & Austin, D. (2004). The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1365-1371). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13667.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
Table of Contents
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Abstract
Abstract: This study, which surveyed 160 teachers, explores the influence of self-efficacy on teachers' practices of using computers in the classroom. Self-efficacy demonstrated influence in three computer application uses including academic, clerical/management, and advanced use. Regression models demonstrated that self-efficacy was most significant in explaining the variance of academic use of computers in the classroom. This suggests that, for the participants of this study, teachers' self-efficacy about using computers in an academic setting was more significant than their level of experience of using computers in the classroom.
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