Self-Efficacy Beliefs as an Indicator of Teachers' Preparedness for Teaching with Technology
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Society for Information Technology & Teacher Education International Conference (SITE) 1999
J.D. Price, J Willis, Dee Anna Willis, M Jost & S Boger-Mehall
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Table of Contents
The focus on information technology in education has shifted towards curriculum integration. Consequently teacher education programs need to prepare graduates for teaching with IT. Graduates should possess both skills in the use of IT and belief in their capacity to integrate IT into teaching. Decisions about course design might be informed by a measure that is directly influenced by course changes and also indicates likely long term outcomes for teacher behavior. Self-efficacy beliefs can provide such a measure especially in the context of preparing teachers to teach with technology.
Albion, P.R. (1999). Self-Efficacy Beliefs as an Indicator of Teachers' Preparedness for Teaching with Technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 1602-1608). Chesapeake, VA: AACE. Retrieved December 13, 2013 from http://www.editlib.org/p/8156.
- Collaborate and Create: Computer Technology Integration in the Elementary Classroom
- Teacher’s Self-efficacy and the Integration of Web 2.0 Tool/Applications in K-12 Schools
- Factors That Influence Elementary Teachers Use of Computers
- Utilization of Web 2.0 Technology: A Case Study of Technology Integration Project
- Web 2.0 Tools and the Evolving Pedagogy of Teacher Education
- Investigating literacies in prospective elementary teachers utilizing Web 2.0 technologies
- Measuring preservice teacher self-efficacy of technology integration
- Toward Technology Integration in the Schools: Why It Isn’t Happening
- Self-Efficacy and Technology Integration: Perceptions of First Year Teaching Fellows to Technology Integration in Education
- The Effects of the Use of Interactive Whiteboards on Student Achievement
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