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The Role of Mental Models in Transfer of Technology Training for Preservice Teachers – A Matter of Self-Efficacy
PROCEEDINGS

, , Virginia Tech School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technology integration is one of the most rapidly increasing areas of education. As schools introduce more equipment, teachers are being directed to design suitable instruction. Many teachers, however, are failing to use the equipment and implement the tools for instruction. Ultimately, to eliminate fears and hesitations, teachers must first understand the set up and operation of equipment. Training designed specifically for this purpose may aid in more rapid integration of newer technologies within the school setting. A mental models approach allows the instructor to present training in a way that facilitates retention of information and creation of meaning. This instills greater comfort with use and an increase in self-efficacy for future application. By providing this training to preservice teachers a solid base of skills to use technology is more likely to be transferred to inservice colleagues.

Citation

Combs, L. & Evans, M. (2006). The Role of Mental Models in Transfer of Technology Training for Preservice Teachers – A Matter of Self-Efficacy. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 2810-2814). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .

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