Changes in First-Year Teachers’ Self-Efficacy and Confidence for Integrating Technology into Classroom Instruction
Nancy D. Weber, Hersh C. Waxman, Texas A&M 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
In a technology-driven world, all students, including those in teacher preparation programs, must have the opportunity to learn to be tech-savvy and adapt to evolving social and professional demands. Through the analysis of survey responses from a cohort of first-year teachers, collected at the four points in time, we attempt to determine how educational and field experiences impact confidence levels for integrating technology into classroom practices. ANOVA results revealed a significant effect over time on the participants’ self-efficacy for using technology to support teaching and learning. Findings have implications for the field of teacher preparation as they highlight the importance of not only building pre-service teachers’ self-efficacy for using technology as a tool for teaching and learning, but also of raising their awareness of the challenges that come with entering the teaching profession.
Weber, N.D. & Waxman, H.C. (2015). Changes in First-Year Teachers’ Self-Efficacy and Confidence for Integrating Technology into Classroom Instruction. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3493-3499). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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