The Role of Mental Models in Transfer of Technology Training for Preservice Teachers – A Matter of Self-Efficacy

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Combs, L. & Evans, M. (2006). The Role of Mental Models in Transfer of Technology Training for Preservice Teachers – A Matter of Self-Efficacy. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2810-2814). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22505.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Liesl Combs, Michael Evans, Virginia Tech School of Education, United States

Abstract

Technology integration is one of the most rapidly increasing areas of education. As schools introduce more equipment, teachers are being directed to design suitable instruction. Many teachers, however, are failing to use the equipment and implement the tools for instruction. Ultimately, to eliminate fears and hesitations, teachers must first understand the set up and operation of equipment. Training designed specifically for this purpose may aid in more rapid integration of newer technologies within the school setting. A mental models approach allows the instructor to present training in a way that facilitates retention of information and creation of meaning. This instills greater comfort with use and an increase in self-efficacy for future application. By providing this training to preservice teachers a solid base of skills to use technology is more likely to be transferred to inservice colleagues.

Keywords

• Training
• Educational Technology
• Instructional Design
• Integration
• Preservice Teacher Education

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