Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This exploratory study examines the effect instructional strategies designed to facilitate mental model generation have on self-efficacy. Self-efficacy has been identified as a key variable related to the successful adoption and use of instructional technologies in the classroom. Taped sessions of preservice teachers reflecting on classroom activities are analyzed to determine the degree of change in self-efficacy. A case study analysis produced preliminary results indicating that instructional strategies had a positive effect on student self-efficacy by challenging and fostering mental model generation. This study contributes to current research in mental models as instructional mechanisms, the effects these strategies have on self-efficacy and the potential for adoption and use of instructional technologies in the middle school classroom. With growing evidence that new teachers are not entering the teaching profession with the appropriate skills or competencies related to technology integration, further investigation into this area is warranted.
Combs, L. & Evans, M. (2007). “Why Can’t I Get this Thing to Work?”: Evaluating Strategies to Promote Preservice Secondary Teachers’ Self-Efficacy Toward Technology Integration. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2519-2526). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).