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Implications of Flipped Teaching Strategy on Preservice Teachers’ Self-efficacy and Intention to Integrate Technology in Future Classroom
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, , Arkansas Tech University, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study investigates the implications of flipped teaching strategy on preservice teachers’ self-efficacy and intention to integrate technology in future classroom. The researchers used the theory of planned behavior (TPB) as theoretical framework. Participants were 71 preservice teachers enrolled in graduate and undergraduate technology integration course. Multiple linear regression analysis and paired sample t-test were conducted to examine the preservice teachers’ intention to use of technology in future classrooms and the change in their self-efficacy level. The results of the predictor model were able to account for 41% of the variance in students’ intention to use technology and was statistically significant. The results also found that self-efficacy and perceived behavioral control are significant predictors of preservice teachers’ use of technology in future classroom. Furthermore, the results show that the mean of all three variables at the end of the course did not differ significantly compared to prior attending the course with flipped teaching method. Implications of these findings were also discussed.

Citation

Ibrahim, M. & Callaway, R. (2018). Implications of Flipped Teaching Strategy on Preservice Teachers’ Self-efficacy and Intention to Integrate Technology in Future Classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 413-421). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

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