“Why Can’t I Get this Thing to Work?”: Evaluating Strategies to Promote Preservice Secondary Teachers’ Self-Efficacy Toward Technology Integration

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Combs, L. & Evans, M. (2007). “Why Can’t I Get this Thing to Work?”: Evaluating Strategies to Promote Preservice Secondary Teachers’ Self-Efficacy Toward Technology Integration. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2519-2526). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24974.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  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, USA

Abstract

This exploratory study examines the effect instructional strategies designed to facilitate mental model generation have on self-efficacy. Self-efficacy has been identified as a key variable related to the successful adoption and use of instructional technologies in the classroom. Taped sessions of preservice teachers reflecting on classroom activities are analyzed to determine the degree of change in self-efficacy. A case study analysis produced preliminary results indicating that instructional strategies had a positive effect on student self-efficacy by challenging and fostering mental model generation. This study contributes to current research in mental models as instructional mechanisms, the effects these strategies have on self-efficacy and the potential for adoption and use of instructional technologies in the middle school classroom. With growing evidence that new teachers are not entering the teaching profession with the appropriate skills or competencies related to technology integration, further investigation into this area is warranted.

Also Read

• Perspectives on Blended Learning in Higher Education
• Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction
• E-Learning System Delivery: Understanding E-Learning from the Constructivist Teaching Approach
• Cognitive Constructivist Theory of Multimedia Design: A Theoretical Analysis of Instructional Design for Multimedia Learning
• ISTE NETS.T Standards: Perceptions of In-service and Preservice Teachers to Technology in Education
• Using Cognitive Constructivist Theory of Multimedia to Facilitate Asynchronous E-Learning Design with Microsoft Producer
• Self-Efficacy and Technology Integration: Perceptions of First Year Teaching Fellows to Technology Integration in Education
• The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
• Engaging Teacher Candidates in Online Literature Circles
• Research Highlights in Technology and Teacher Education 2009

Tags