ERIC Number: ED475946
Record Type: RIE
Publication Date: 2002-Jun
Understanding the Role of Self-Efficacy in Teachers' Purposes for Using the Internet with Students.
Understanding teachers' purposes for having their students use the World Wide Web may help explain why the Internet has not currently reached its full potential as a learning tool in schools. This study explores the various types of purposes teachers have for using the Internet with their students and examines the role of teachers' confidence related to such use.Interview data analysis of 23 4-8th grade teachers who currently use the Internet reveal that they vary in the types of purposes they have for using the Internet as well as in the confidence they have related to that use. A teacher's confidence or a belief in one's ability to do something is commonly referred to in research literature as self-efficacy. This study claims that a certain form of self-efficacy, Internet Teaching Efficacy, is associated with the purposes one has for use with their students. Specifically, while lower Internet Teaching Efficacy teachers reported statements regarding the use of the World Wide Web to promote lower level thinking skills and its basic use, higher Internet Teaching Efficacy teachers tended to incorporate broader purposes including autonomous learning and higher level thinking skills in their descriptions of purpose. Implications for the preparation of current and future teachers are discussed in light of these results. (Contains 32 references, 8 figures, and 2 tables.) (Author)
Descriptors: Computer Assisted Instruction, Computer Attitudes, Computer Uses in Education, Educational Technology, Elementary School Teachers, Internet, Middle School Teachers, Self Efficacy, Teacher Attitudes, Technology Integration, Thinking Skills, World Wide Web
For full text: http://confreg.uoregon.edu/necc2002/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: NECC 2002: National Educational Computing Conference Proceedings (23rd, San Antonio, Texas, June 17-19, 2002); see IR 021 916.