ERIC Number: EJ1079434
Record Type: Journal
Publication Date: 2015-Sep-29
Abstractor: As Provided
Examining Technology and Teaching Efficacy of Preservice Teacher Candidates: A Deliberate Course Design Model
Willis, Jana M.
Current Issues in Education, v18 n3 Sep 2015
Training programs that improve technology self-efficacy of teacher candidates will better prepare candidates to overcome technology challenges with greater levels of confidence. The purpose of this study was to examine self-efficacy levels of preservice teacher candidates who participated in scaffolded technology training designed to establish and build upon personal successes and motivations related to technology skill development and use of technology. A purposeful sample of 424 pre-service teacher candidates enrolled in an Instructional Technology course were administered the "Technology and Teaching Efficacy Scale" at the beginning and end of the semester to assess perceived confidence in his or her abilities to implement technology into classroom lessons/activities to promote students' success through the use of technology. Findings suggest that preservice teacher candidates, who participated in a technology course that was designed to develop confidence in the use and implementation of technology had an impact on use of technology and teaching self-efficacy.
Descriptors: Preservice Teachers, Self Efficacy, Technological Literacy, Teacher Effectiveness, Preservice Teacher Education, Scaffolding (Teaching Technique), Educational Technology, Self Concept Measures, Technology Uses in Education, Technology Integration
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: firstname.lastname@example.org; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A