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ERIC Number: EJ960790
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1499-6677
Technology Integration Preparedness and Its Influence on Teacher-Efficacy
Moore-Hayes, Coleen
Canadian Journal of Learning and Technology, v37 n3 Fall 2011
Recent inquiry has identified the establishment of positive self-efficacy beliefs as an important component in the overall process of successfully preparing new teachers for the classroom. Similarly, in-service teachers who reported high levels of efficacy for teaching confirmed feeling confident in their ability to design and implement enriching instructional experiences. This article presents findings from a quantitative, descriptive study regarding teacher-efficacy related to technology integration. Utilizing a six-point Likert-type survey with an open-ended question, the research instrument was administered to a sample of approximately 350 pre-service and in-service teachers within the Province of Nova Scotia, with a response rate of 48%. Analysis of quantitative research findings illustrated no statistically significant difference between the pre-service and in-service teachers' perceptions regarding their preparedness to integrate technology into their teaching. However, responses to the open-ended questions revealed examples from practice where teachers from both segments of the sample experienced feelings of low self- efficacy related to technology integration. (Contains 3 tables.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada