Technology in Teaching: Just How Confident are Preservice Teachers?
Philip Molebash, Natalie Milman, University of Virginia
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper examines the effectiveness of increasing confidence of preservice teachers in using technology for personal and instructional purposes as a result of participating in an introductory educational technology course offered at the University of Virginia's Curry School of Education. Course participants attend sections designed for specific content areas - Elementary/P.E., secondary Humanities, and secondary Math/Science. Pre- and post-survey instruments are given to course participants, measuring personal confidence (22 items) and instructional confidence (21 items) using technology. A modified version of Dawson's (1998) instrument was used to gather data. Factor analyses were performed to group items into like factors, followed by repeated measure analysis of variance to test for significant differences. Results indicate that students' confidence levels significantly increased, across all factors, as a result of taking the course. Difference in content areas was found only for one factor of personal confidence - using spreadsheets and databases.
Molebash, P. & Milman, N. (2000). Technology in Teaching: Just How Confident are Preservice Teachers?. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1649-1655). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).