Podcasting and Preservice Teachers’ Efficacy
Kathy Smart, Donna Pearson, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated the development and use of educational podcasts and their effect on the self-efficacy of preservice teachers’ technology and teaching skills in an assignment embedded in a secondary social studies methods course. Furthermore, student course evaluations were examined to determine whether the integration and use of technology promoted student learning. Findings indicate that students perceived themselves to have high and quite a lot of confidence in working on computers, accessing the campus course management, university student information systems, and word processing. Findings from course evaluations indicated that 47% of the methods students attributed instructional technology to promoting their learning; significant because there was no technology prompt. Focusing on employing technology to learn and to teach pre-service teachers helps colleges of education comply with both content and technology standards.
Smart, K. & Pearson, D. (2009). Podcasting and Preservice Teachers’ Efficacy. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3920-3953). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).