Evaluating the Computer Self-Efficacy of Preservice Teachers
Anne Wall, Austin Peay State University, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Preservice teachers with lower computer self-efficacy are more likely to have problems with technology integration when they exit their teacher education programs and teach in their own classrooms. This study identifies differences in the computer self-efficacy between subgroups of preservice teachers at two teacher preparation programs. The Computer Self-Efficacy Scale, a 30-question survey, was given to 121 preservice teachers. Descriptive data were analyzed, and parametric and non-parametric tests were performed to determine if statistically significant differences existed in the computer self-efficacy of preservice teachers based on demographic information. Participants were grouped by age category, gender, ethnicity, area of licensure, credit hours of technology courses, and school attended.
Wall, A. (2006). Evaluating the Computer Self-Efficacy of Preservice Teachers. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3640-3645). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from https://www.learntechlib.org/primary/p/22664/.
© 2006 Association for the Advancement of Computing in Education (AACE)
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