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Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers.
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, , Middle East Technical University, Turkey

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The aim of the present study is to investigate technology integration self-efficacy beliefs of teachers treated with Learning Technology by Design (LBD) activities. The participants of the study were 24 (2 males and 22 female) English language pre-service teachers taking the “Instructional Principles and Methods” course in the department of Foreign Language Education in a public university in Turkey. The LBD activities were aligned with the course goals and objectives and Web 2.0 tools were utilized. Technology integration self-efficacy belief survey was administered to collect data. Results indicated that there was a significant difference from pre-test to post-test scores of technology integration self-efficacy beliefs of pre-service teachers with large effect after the LBD activities conducted. The findings from qualitative data provided important explanations about technology integration self-efficacy beliefs of English language pre-service teachers.

Citation

Kayaduman, H. & Delialioglu, O. (2017). Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 843-849). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .

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