The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom PROCEEDINGS
David Piper, Dana Austin, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
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.
© 2004 AACE