Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study
PROCEEDINGS
Ling Wang, Peggy A. Ertmer
American Educational Research Association Annual Meeting,
Abstract
This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned into four conditions (three experimental and one control). Vicarious experiences for technology integration were presented to the students using an instructional CD-ROM, VisionQuest. Students were grouped into vicarious experience with or without learning goals, learning goals only presented, and a control group of neither vicarious experience or learning goals. Results show significant treatment effects of vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes. The survey is attached. (Contains 16 references.) (Author/SLD)
Citation
Wang, L. & Ertmer, P.A. (2003). Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study. Presented at American Educational Research Association Annual Meeting 2003. Retrieved August 9, 2024 from https://www.learntechlib.org/p/94941/.
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Increasing preservice teachers' self-efficacy in using technology
Michiko Kobayashi, Southern Utah University, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2570–2573
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