The Impact of Educational Technologies on University Teachers’ Self-efficacy

Abstract

The teaching profession is always evolving. Teachers have to upgrade their knowledge and skills to be in line with students' and employers' needs. The challenges teachers are facing are the continuously changing conditions of the teaching process and technological innovations. Unsuccessful and numerous attempts to overcome these challenges negatively affect teachers' self-efficacy. The purpose of the study was to investigate the impact of educational technologies on university teachers' self-efficacy level changes using quantitative (pre and post-self-efficacy test) and qualitative (peerobservation, interviews) research methods. The study involved 60 inservice ESP teachers with different length of teaching experience. Teachers were exposed to a short practical course on technologies integration into the teaching process, and after that, they had to demonstrate the practical application of the knowledge obtained. The findings showed that educational technologies integration had positive influence on four components of teachers' self-efficacy: classroom management, instruction strategies design, students' engagement and technologies integration. During the course delivery, we dealt with two problems: computer anxiety (senior teachers), as well as technology and pedagogical content knowledge framework (novice teachers).

The development of individual self-efficiency among university students

“…Such a personal quality as self-efficacy is of indisputable importance for personal and professional development, as well as the self-realization of students in higher educational institutions (Saienko et al, 2020). In a broad sense, self-efficacy is defined as the systematic process of transferring information and shared understanding from one communication participant to another.…”

Technology-enhanced constructivist learning environment for pharmacy students

“…In other words, the technology allowed teachers to create an immersive constructive learning environment. The potential benefit of virtual reality is described in quite a several research (Coyne et al, 2019;Ventola, 2019;Saienko et al, 2020;Leshchenko et al, 2021;Mirzaian and Franson, 2021)…”

Comparison of on-Site Testing With Online Testing During the Covid-19 Pandemic

“…Despite the fact that electronic materials and new communication methods have been used in teaching so far (Gayoso, 2016, Hrdličková, 2018Sokolova, Ševečková, 2019;Klimova, Zamborova, 2020;Azarova et al, 2020;Trishchuk et al, 2020), the new situation has necessitated the involvement of these forms of teaching even more intensively. The integration of modern technologies into distance learning is one of the biggest didactic challenges today (Saienko, Lavrysh, Lukianenko, 2020). It is therefore natural that for the outlined reasons many academics are currently focusing on distance learning in their research (Önöral, Kurtulmus-Yilmaz, 2020;Triviño-Cabrera, Chaves-Guerrero, Alejo-Lozano, 2021;Lemay, Doleck, Bazelais, 2021).…”