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Pre-Service Teacher’s Self-Efficacy and Perceptions Of App Integration
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, , Schulich School of Education, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Within the integrated classroom environment teachers are faced with the challenge of meeting the learning needs of students with and without special needs. The increased use of technology in the schools has created new possibilities for teachers and their students. Rather than limiting the use of technology based on student ability, it is possible for teachers to develop a single uniform lesson. Technology in the form of apps for iPads, iPods, and desktop computers may enable teachers to achieve this goal; however, teacher’s perceptions of technology and teacher self-efficacy in relation to technology may influence whether or not technology is integrated into their lessons. This paper examines primary/junior pre-service teacher’s self-efficacy and perceptions of technology before and after developing multliteracy lesson plans that integrate curriculum educational apps and special education apps.

Citation

Benevides, T. & Corkett, J. (2012). Pre-Service Teacher’s Self-Efficacy and Perceptions Of App Integration. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4066-4070). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 24, 2020 from .

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