Teacher Candidates and Self Efficacy Using Instructional Technology
PROCEEDING
Mark Viner, Ajay Singh, Eastern New Mexico University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In the 21st century, teacher candidates do not necessarily embed technology effectively into classroom instruction (Lan, Worch, YuChun & Aguiton, 2005). Research shows that digital natives technology skills do not always translate into improved integration of technology into classroom practices because some pre-service teacher training programs often fail because of lack of opportunities to employ hands-on, and classroom experiences (Hsien-Chang, T., & Yu-Ting, H., 2015; Polly, Mims, Shepherd & Inan, 2010; Akbaba-Altun, 2006). Research found that providing safe authentic learning activities for teacher candidates which incorporated technology had a positive impact (Banas & York, 2014).
Citation
Viner, M. & Singh, A. (2017). Teacher Candidates and Self Efficacy Using Instructional Technology. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2497-2498). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/177550/.
© 2017 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Lan, L., Worch, E., YuChun, Z., & Aguiton, R. (2015). How and why digital generation teachers use technology in the classroom: An Explanatory sequential mixed methods study. International Journal For The Scholarship Of Teaching& Learning, 9(2), 1-9.
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Engaging, Accessible, and Memorable: Universal Design for Learning (UDL) Applications in Online and Blended Higher Education Courses
Susie Gronseth, University of Houston, United States; Elizabeth Dalton, University of Rhode Island, United States; Debra Bauder, University of Louisville, United States; Sarah McPherson, EDA Solutions; New York Institute of Technology, United States; Ajay Singh & Mark Viner, Eastern New Mexico University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2169–2174
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