Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technology

DiGregorio, Nikki; Liston, Delores D.

doi:10.1007/978-3-319-99858-9_7

Cited by 10 publications

(15 citation statements)

References 42 publications

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“…In contrast, 'generative use' involves educators using ICTs to generate ideas and construct new knowledge (Hokanson and Hooper, 2000). DiGregorio and Liston (2018) found that for educators to successfully use the technologies in their classrooms in 'generative' and constructivist ways, one key ingredient is their ICT efficacious beliefs. Hong et al (2014) support this view, and found a positive significant relationship between educators' computer self-efficacy and their computer use in classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…ICT self-efficacy (sometimes referred to as computer self-efficacy), describes self-confidence beliefs about the effective use of computers/ICTs with respect to one's capability to perform a specific task (Hong et al, 2014). Although there are multiple reasons for ineffective pedagogical use of technology in contemporary classrooms, it can be implied that low levels of ICT self-efficacy of educators are among the major reasons for limited use of ICTs (DiGregorio and Liston, 2018). For instance Thongsri et al (2019) found computer self-efficacy among learners to have the highest influence on acceptability of technology.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Mlambo

Rambe

Schlebusch

2020

Heliyon

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The proliferation of ICT in South African basic education has not been associated with effective pedagogical uses of ICT in classrooms. While there is differential deployment of ICT as cognitive tools of instruction in South Africa's schools, the effects of educators' ICT self-efficacy on their pedagogical use of technologies is yet to be fully grasped. This research gap has been attributed to, inter alia, the lack of a detailed profile of ICT self-efficacy beliefs of educators and its effects on pedagogical uses of ICT by educators. This study employs a crosssectional survey, adapting a structured questionnaire to investigate the relationship between purposively selected 163 Gauteng educators' ICT self-efficacy beliefs and their pedagogical use of ICT. An exploratory factor analysis on pedagogical use of ICT (PUI) revealed three factors of 'traditional PUI' and one 'constructivist PUI'. Results suggest that ICT self-efficacy had a positive significant but moderate effect on the three traditional PUI and a positive significant and strong relationship with the constructivist PUI. Furthermore, a linear regression analysis found ICT self-efficacy to significantly predict all four PUI factors. The study recommends initial educator training that emphasises exposure of trainee educators to extended periods of hands-on engagement with ICTs in classroom environments. Furthermore, it recommends continuous ICT integration and the development of practicing educators with a focus on the "how to" integrate ICT tools as 'generative' mind tools. These interventions have potential to increase educators' ICT self-efficacy in resource constrained contexts. The implication is that educator training curricula are re-designed with an emphasis on practical lesson planning that includes ICTs as seamless resources used in the classroom in basic education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Mlambo

Rambe

Schlebusch

2020

Heliyon

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“…Por lo tanto, las creencias relativas a la capacidad propia juegan un papel importante en la formación de profesores, en tanto permiten indagar y explicar el efecto de los diseños curriculares a partir del sentimiento de preparación en el uso de tecnología para la enseñanza; además brindan información sobre cómo transforman sus acciones en su práctica profesional (LILJEDAHL; OESTERLE, 2014). En consecuencia, creencias positivas implican mayor planeación, esfuerzo, compromiso y persistencia en los procesos de enseñanza (ABBITT, 2011;BANDURA, 1994;MAMA;HENNESSY, 2013;SHAUGHNESSY, 2004), mientras que creencias negativas implican obstáculos en el ejercicio profesional (BANDURA, 2006;ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980LISTON, 2018).…”

Section: Autoeficacia En La Formación Inicial De Profesoresunclassified

“…Por otra parte, para corroborar la pertinencia de tales diseños se debe estudiar cómo y en qué medida logran aumentar la capacidad que creen tener los futuros profesores en el uso de tecnología para enseñar matemáticas (SHAUGHNESSY, 2004). En ese sentido, lograr creencias positivas implica mayor compromiso y persistencia en los procesos de enseñanza (BANDURA, 1994;SHAUGHNESSY, 2004) que trascienden las limitaciones de capacidad tecnológica instalada en las instituciones (AGYEI; VOOGT, 2011), la persistencia de creencias negativas implica obstáculos en el ejercicio profesional (BANDURA, 2006), más probabilidades de expresar frustración y el evitar usar tecnología (DIGREGORIO; LISTON, 2018).…”

Section: Introductionunclassified

Autoeficacia de Profesores en Formación Inicial en el Uso de Tecnología para Enseñar Matemáticas

Carmona-Mesa

González-Gómez

Villa-Ochoa

2020

Bolema

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Resumen La autoeficacia ha demostrado ser un predictor fuerte de las acciones que los sujetos proyectan realizar para alcanzar un propósito específico. El objetivo del artículo es informar en qué medida se aumenta la autoeficacia de profesores en formación inicial en el uso de tecnología para enseñar matemáticas, a partir de un curso de 64 horas diseñado con características específicas para promover la autoeficacia. La muestra estuvo constituida por dieciséis profesores en formación quienes auto diligenciaron el instrumento de medición de autoeficacia Preparación en el uso de tecnología para enseñar matemáticas, que consta de una batería de 6 dimensiones y con 23 variables ordinales en la escala de 0 a 10. Se realizaron dos mediciones, la primera al inicio del curso y la segunda después de haberlo realizado. Para el análisis de los datos se aplicaron pruebas no paramétricas, a saber, correlación de Spearman, prueba de Kruskal-Wallis, prueba U de Mann-Whitney y prueba de Wilcoxon. Los resultados indican que la edad, la experiencia profesional y el género no son variables significativas para la autoeficacia de los futuros profesores en el uso de tecnología para enseñar matemáticas. Estadísticamente, se encontraron diferencias significativas entre los rangos de la autoeficacia antes y después de la implementación del curso. Los futuros profesores reportaron sentirse preparados para usar diferentes tecnologías para enseñar matemáticas, sin embargo, consideran necesario tener más experiencias de formación.

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“…The emergence of new technologies in the world of education open up the possibility of new experience for teachers to innovate in teaching methods and allows students to facilitate learning and improve their competences. According [2], based on the results of a case study on student motivation in classrooms with and without the use of ICT, that students are encouraged to use technology and focus on practices that are integrated with are curriculum. Students are also encouraged to develop skills for collaboration, sharing, and developing their creativity.…”

Section: Introductionmentioning

confidence: 99%

The Role of ICT Literacy Opinion on ICT Self-Efficacy and AR Opinion on Teacher Education Students

Artiningsih¹,

Paidi²,

Wilujeng³

2021

Advances in Social Science, Education and Humanities Research

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This study is a descriptive quantitative research. Research is conducted to show teacher education students perception about ict literacy opinion for ict self-efficacy and augmented reality opinion. Data collected through a questionnaire which a questionnaire purposed to measure perception about ict literacy opinion, self-efficacy, and augmented reality opinion on teacher education students.. This study use purposive sampling and there were 62 teacher education students. The result of this study showed that the questionnaire has a cronbach's alpha score of 0,662 and based on the data, the teacher education students have shown a positive high perception about ICT literacy opinion in overall success in using technologies at classroom learning, but some respondent still lack experience using augmented reality. The result showed that the ability of ict literacy opinion on the indicators is 84%, on self-efficacy is 80%, and on augmented reality opinion is 73%.

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Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technology

Cited by 10 publications

References 42 publications

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Effects of Gauteng province’s educators’ ICT self-efficacy on their pedagogical use of ICTS in classrooms

Autoeficacia de Profesores en Formación Inicial en el Uso de Tecnología para Enseñar Matemáticas

The Role of ICT Literacy Opinion on ICT Self-Efficacy and AR Opinion on Teacher Education Students

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