Pre-Service Teachers' Self-Efficacy for Classroom Technology Integration
Corey Hadden, Lorraine Beaudin, The University of Lethbridge, Canada
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
There is research to suggest that teachers' beliefs in their ability to use technology-their self-efficacy for technology integration, may be a significant factor in determining classroom computer use. This paper discusses the importance of developing positive computer self-efficacy among pre-service teachers so that they have the confidence and beliefs to meaningfully integrate technology into their future classroom teaching. This research aims to determine if the exposure to technologies via a course in Communications Technology changes pre-service teachers' impressions of technology and self-efficacy for integrating technology in the classroom and the linkage between improved self-efficacy and technology integration. The subjects for this research include more than two-hundred and twenty beginning pre-service teachers. This research provides needed direction for both teacher preparation programs and for technology integration specialists in schools and school districts.
Hadden, C. & Beaudin, L. (2005). Pre-Service Teachers' Self-Efficacy for Classroom Technology Integration. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3201-3204). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).