Pre-service teacher self-efficacy in digital technology

Lemon, Narelle; Garvis, Susanne

doi:10.1080/13540602.2015.1058594

Cited by 76 publications

(43 citation statements)

References 61 publications

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“…These results paralleled those obtained in previous studies (for e.g. Lemon & Garvis, 2016;Ottenbreit-Leftwich et al, 2010) It is not enough for pre-service teachers to possess the requisite knowledge and skills to use technology, but also have self-efficacy beliefs in an effort to provide more engaging and effective instruction. Although the pre-service teachers generally had confidence in using technology, based on their understanding of the affordances of new technologies, they also feel a sense of pressure to be able to teach with these tools.…”

Section: Discussion Of the Findingssupporting

confidence: 87%

Pre-Service Teachers' Perceptions of Their Abilities to Teach Students with Special Needs by Integrating Technology in Their Classrooms

2019

JEP

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This inquiry is grounded in the theoretical framework of Technological Pedagogical Content Knowledge (TPACK). The study investigates pre-service special education teachers' self-efficacy beliefs, their perceptions of technology use for learning and teaching, their pedagogical approaches, and the challenges they face. A case study research design was employed to acquire quantitative data. Questionnaires were administered to a sample of 81 pre-service teachers from one teacher training college. The questionnaire also contained open-ended questions. Quantitative data was analysed using the statistical package for social sciences (SPSS) version 21 software while responses to the open-ended questions were thematically analysed. This study found that the pre-service teachers' use of technology may have developed over time and through the personal use of the devices in their classroom practices. Although the pre-service teachers had varied self-efficacy beliefs, they had positive attitudes towards the use of technology. Findings also suggest that the pre-service teachers lacked TPACK skills to use technology. Although most findings reinforce what is already known about the field, this study is unique as these results are new for Kuwait and possibly more widely for the Middle East. The study recommends that TPACK workshops may not only enhance better understanding of pre-service teachers' perceptions and beliefs about integrating technology to teach students with special needs but also provide increased support for them to improve their attitudes towards emerging technologies.

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Section: Discussion Of the Findingssupporting

confidence: 87%

Pre-Service Teachers' Perceptions of Their Abilities to Teach Students with Special Needs by Integrating Technology in Their Classrooms

2019

JEP

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“…Teachers found it difficult to adapt to new digital tools continuously, especially when previous lessons worked well, and to accept that some students might be more skilful in using a new digital technology than themselves (Morsink et al 2010). Ultimately, it was found that preservice training in technology ensured better skilled teachers, with the right attitudes to develop digital technology in the school curriculum (Aesaert et al 2013;Lemon and Garvis 2016).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…This shows that teachers need guided training on how to use digital technologies and take the right decisions especially when they change so quickly (Mishra and Koehler 2006). There are various differences among teachers, not only in their digital skills (Liang et al 2010;Wang et al 2011) and knowledge on ICT (Aesaert et al 2013), but also on their attitudes towards the use of technology in their practise (Kim and Keller 2011;Lemon and Garvis 2016;Wake and Whittingham 2013;Wastiau et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

2018

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Digital technology is widely available in schools; however, results from international studies indicate that they are not effective toward students' educational achievement. Teachers need to realise the potential of digital technology in their daily practises and use them well. However, teachers need training and guidelines to develop their expertise when using technology for teaching and learning. Failure to do so might result in students lacking the necessary coping skills for their future life in the information age. This literature review aimed to find out what factors affect primary teachers' use of digital technology in their teaching practices, so as to suggest better training, which will eventually lead to a more guided and relevant use of technology in education. After applying the concept map to the data from the selected studies, four influencing factors were identified: teachers' knowledge, attitudes and skills, which are also influenced by and influence the school culture. From these findings, recommendations on teacher training with technology and suggestions for further research are given.

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“…There was a strong positive correlation between use of technology and selfconfidence, which was statistically significant, r s = .7217, p = .0 in all cases, except for item 3 (M=3.65 SD=1. 15,M=4.38 SD=0.85), "During my presentations, I show students some type of simulations, demonstrations or examples based on digital resources, either my own, or available on the web, to clarify concepts and ideas". Unlike the initial results, the strength of the association of the items is not coincident in most cases.…”

Section: Resultsmentioning

confidence: 99%

“…Considering teachers as facilitators, the incorporation of technology into their teaching is critical [14] . In fact, it is necessary to understand how the implementation of a technology could improve the perceived competence and use of teachers in their teaching [15]. Recent research to determine the possibilities of using technology in high education highlighted the increase of favorable circumstances for a professional competency development [16] .…”

Section: Introductionmentioning

confidence: 99%

Teacher attitudes in the design of learning activities through technology

Martinez-Lopez¹,

Yot²,

Sacchini³

2017

Collection of Selected Papers of the III International Conference on Information Technology and Nanotechnology

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This study explores the use of technology in the design of learning activities by Russian teachers and their relationship with the technology self-efficacy in higher education. The Inventory of Learning Activities with Technologies in the University was translated and adapted to Russian context and validated by retest method. Answers were classified through content analysis. Findings suggest that access to technology, on-line courses, and data elaboration software among teachers should be enhanced. Teachers' self-confidence and use of technologies are related: one increases the level of another and vice-versa.

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Pre-service teacher self-efficacy in digital technology

Cited by 76 publications

References 61 publications

Pre-Service Teachers' Perceptions of Their Abilities to Teach Students with Special Needs by Integrating Technology in Their Classrooms

Pre-Service Teachers' Perceptions of Their Abilities to Teach Students with Special Needs by Integrating Technology in Their Classrooms

Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

Teacher attitudes in the design of learning activities through technology

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