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Digital Natives Preservice Teachers: An Examination of Their Self-Efficacy Beliefs Regarding Technology Integration in Classroom Settings
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, Longwood University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants’ technology integration self-efficacy beliefs were also analyzed. Qualitative results pointed to mentor support, time, and access to technology during their field placement experiences as factors for integrating technology into their instruction. Findings also suggest that, while this group has grown up in the digital age, their teaching practice, and more importantly, their fundamental understanding of integrating technology into their instructional practices is limited.

Citation

Southall, S.P. (2013). Digital Natives Preservice Teachers: An Examination of Their Self-Efficacy Beliefs Regarding Technology Integration in Classroom Settings. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1428-1434). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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