You are here:

The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
PROCEEDINGS

, , Indiana University of Pennsylvania, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

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 .

Keywords

References

View References & Citations Map
  1. American Institute of Research (1998). In U. S. Department of Education’s, An educator’s guide to evaluating the use of technology in schools and classrooms. Wash ing ton, DC: U. S. Department of Education.
  2. Bass, B. M. & Avolio, B. J. (1995). MLQ multifactor leadership questionnaire for research: permission set. Redwood City, California: Mind Garden.
  3. Becker, H. J. & Anderson, R. E. (1998). Teaching learning and computing: 1998. [On - line]. Available: http://www.crito.uci.edu/tlc.
  4. Bandura, A. (1977). Self Efficacy: Toward a unifying theory of behavior change, Psychological Review, 84(2), 191- 215.
  5. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
  6. Bandura, A. (1995). Se l f-efficacy in Changing Societies. Cambridge, England: Cambridge University Press.
  7. Bandura, A. (1997). Se l f-efficacy: The Exercise of Control. New York: Freeman.
  8. Bandura, A. (1999a). A Social Cognitive Theory of Personality. In L. Pervin & O. John (Eds.), Handbook of Personality (2n d ed., pp. 154 - 196). New York: Guilford.
  9. Bandura, A. (2000). Growing primacy of human agency in adaptation and change in the electronic era, Naples , Presented at the Conference, “New Media in the Development of Mind.”
  10. Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective, Annual Review of Psychology , 52, 1- 26.
  11. Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of Affective Self -Regulatory Efficacy in Diverse Spheres of Psychosocial Functioning, Child Development. 74 (3), 769- 782.
  12. Dawson, K. M. (1998). Factors influencing elementary teachers’ instructional use of computers. Ann A rbor, Michigan: UMI Dissertation Services.
  13. Folkman, S., & Moskowitz, J. T. (2000). Positive affect and the other side of coping. American Psychologist, 55, 647- 654.
  14. Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300- 319.
  15. Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.
  16. Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey -Bass .
  17. Fullan, M. & Hargreaves, A. (1991). Teacher Development and Educational Change. London & Washington, D.C.: The Falmer Press.
  18. Good, T. L., & Brophy, J. E. (1986). Educational Psychology. New York: Longman.
  19. Isen, A. M. (1987). Positive affect, cognitive processes, and social behavior. Advances in Experimental Social Psychology, 20, 203- 253.
  20. Knezek, G. & Christensen, R. (1997, 1999) Internal consistency reliability for teacher’s attitudes towards informational technology (TAT) questionnaire [On -line] Available: http://www.tcet.unt.edu/research.
  21. Milken Family Foundation. (1998a). Survey of highly effective technology-using teachers [On - line]. Available: http://www.mff.org/Tango3/survey/teachersurvey Ta F.
  22. Milken Family Foundation. (1998b). California digital high school program process evaluation survey [On -line]. Available: http://www.mff.org .
  23. Piper, D. M. (2000). Facilitating Change: Factor influencing teachers’ practices of using computers in the classroom. Ann Arbor, Michigan: UMI Dissertation Services.
  24. Poole, M. G. & Okeafor, K. R. (1989). The effects of teacher efficacy and interactions among educators on curriculum implementation. Journal of Curriculum and Supervision, 4 (2), 146- 161.
  25. Rue, L. W. & Byars, L. L. (1995). Management: Skills and Applications, 7 th Ed. Chicago, IL:
  26. Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher Efficacy: Capturing an Elusive Construct, Teaching and Teacher Education, 17, 783 - 805.
  27. U. S. Department of Education. (1998). An educator’s guide to evaluating the use of technology in schools and classrooms. Washington, DC: U. S. Department of Education.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References