Hispanic Pre-Service Teachers’ Learning Styles and Self-Efficacy for Technology Integration --- Never an Old Hat
Juan Hinojosa, Cheng-Chang Pan, Michael Sullivan, University of Texas at Brownsville, United States
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), Chesapeake, VA
This inquiry is intended to implicate a causal relationship between Hispanic pre-service teachers' self-efficacy for technology integration and their learning style as a part of a technology competencies program's evaluation. The first phase of the study is dedicated to questionnaire validation, which is comprised of content and construct validity tests and the coefficient alpha estimate of internal consistency. A questionnaire, which encompasses 30 items from three instruments adapted from the literature: Self-Efficacy for Technology Integration Instrument, Long-Dziuban Learning Style Inventory, and Student Demographic Instrument, was administered on two time occasions during the Fall semester 2004. Eighty-one senior education majors across four sections in a mandatory technology competencies course participated in the study. Preliminary results suggest that three subscales emerged from the Self-Efficacy Instrument: Self-Efficacy for Clinical Teaching, Self-Efficacy for Content Materials, and Self-Efficacy for Communications, which explain about 68% of the total variance.
Hinojosa, J., Pan, C.C. & Sullivan, M. (2005). Hispanic Pre-Service Teachers’ Learning Styles and Self-Efficacy for Technology Integration --- Never an Old Hat. 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. 1765-1769). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).