Technology Integration Preparedness and its Influence on Teacher-Efficacy
Coleen Moore-Hayes, Cape Breton University
CJLT Volume 37, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Recent inquiry has identified the establishment of positive self-efficacy beliefs as an important component in the overall process of successfully preparing new teachers for the classroom. Similarly, in-service teachers who reported high levels of efficacy for teaching confirmed feeling confident in their ability to design and implement enriching instructional experiences. This article presents findings from a quantitative, descriptive study regarding teacher-efficacy related to technology integration. Utilizing a six-point Likert-type survey with an open-ended question, the research instrument was administered to a sample of approximately 350 pre-service and in-service teachers within the Province of Nova Scotia, with a response rate of 48%. Analysis of quantitative research findings illustrated no statistically significant difference between the pre-service and in-service teachers’ perceptions regarding their preparedness to integrate technology into their teaching. However, responses to the open-ended questions revealed examples from practice where teachers from both segments of the sample experienced feelings of low self- efficacy related to technology integration.
Moore-Hayes, C. & Moore-Hayes, C. (2011). Technology Integration Preparedness and its Influence on Teacher-Efficacy. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 37(3),. Canadian Network for Innovation in Education.
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