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Developing Preservice Teachers’ Technology Integration Self-Efficacy Through Guided Reflection
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, Florida State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers’ self-efficacy beliefs about technology integration are a crucial factor in the implementation of technology in the classroom. A great deal of literature has been devoted to the methods of development of preservice teachers’ self-efficacy in technology integration. However, much of this has failed to consider reflection to be a critical part of development of self-efficacy beliefs, as Bandura indicated that construction of self-efficacy beliefs involves meaningful reflective thinking and purposeful assessment on experiences rather than experiences or skill training alone. The author proposes to use guided reflection as a means to enhance the development of technology integration self-efficacy in teacher education.

Citation

Hsieh, B.J. (2015). Developing Preservice Teachers’ Technology Integration Self-Efficacy Through Guided Reflection. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2169-2173). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from .

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