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Pre-school Teachers Internet Self-Efficacy and Preferences toward the Constructivist Internet-Based Learning Environments in Taiwan
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, , , Science Education and e-Learning Group, Graduate Institute of Engineering, National Taiwan University of Science and Technology, Taiwan

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study intended to explore the relationships between teachers’ Internet self-efficacy (ISE) and their preferences toward constructivist Internet-based learning environments (CILE). The sample included 542 inservice pre-school teachers in Taiwan. Given the significant findings through analyzing questionnaire responses revealed that general ISE might help construct the preferences toward CILE, it is suggested that adequate general ISE should be the prerequisite when considering of the CILE. Furthermore, this study revealed that elder teachers tended to have significantly lower ISE. Teachers showed particular attentions to the selected factors of constructivist Internet-based learning environments: “ease of use” and “multiple sources”. Those teachers with lower communicative ISE tended to prefer fewer CILE. Accordingly, when implementing CILE, educational practitioners should be aware of above and try to provide teachers customized environments for instructional improvement.

Citation

Lin, Y.C., Liang, J.C. & Tsai, C.C. (2010). Pre-school Teachers Internet Self-Efficacy and Preferences toward the Constructivist Internet-Based Learning Environments in Taiwan. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 3492-3499). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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