The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
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Authors
Society for Information Technology & Teacher Education International Conference, 2004 in Atlanta, GA, USA ISBN 978-1-880094-52-5
Abstract
Abstract: This study, which surveyed 160 teachers, explores the influence of self-efficacy on teachers' practices of using computers in the classroom. Self-efficacy demonstrated influence in three computer application uses including academic, clerical/management, and advanced use. Regression models demonstrated that self-efficacy was most significant in explaining the variance of academic use of computers in the classroom. This suggests that, for the participants of this study, teachers' self-efficacy about using computers in an academic setting was more significant than their level of experience of using computers in the classroom.
Citation
Piper, D. & Austin, D. (2004). The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1365-1371). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 16, 2024 from https://www.learntechlib.org/p/13667.
© 2004 AACE