Validation of the Intrapersonal Technology Integration Scale: Assessing the Influence of Intrapersonal Factors that Influence Technology Integration

Niederhauser, Dale S.; Perkmen, Serkan

doi:10.1080/07380560802157956

Cited by 45 publications

(29 citation statements)

References 15 publications

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“…A teacher's high computer self-efficacy level does not guarantee that he/she will be able to efficiently integrate technology in class environment. Accordingly, it is essential to determine the self-efficacy of music teachers in technology integration (Wang et al, 2004;Niederhauser and Perkmen, 2008) and to analyze the relation between that and technology integration performance (Perkmen and Pamuk, 2011) and motivation (Perkmen, 2014).…”

Section: Discussionmentioning

confidence: 99%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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Section: Discussionmentioning

confidence: 99%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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“…A long history of self-efficacy research points to it as a known predictor of behaviour (Bandura, 1982(Bandura, , 1997(Bandura, , 2001, and more recently as predictor of both preservice and practicing teachers' technology integration. With preservice teachers, Anderson and Maninger (2007), Anderson, Groulx, andManinger (2011), Niederhauser andPerkmen (2008), and Teo (2009) found self-efficacy to significantly predict intentions to integrate technology; and Chen (2010) found self-efficacy to significantly predict actual integration during student teaching. These findings mirror research conducted with practicing teachers.…”

Section: Self-efficacy and Intentions To Integrate Technologymentioning

confidence: 99%

Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology

Banas

York

2014

AJET

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This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.

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“…Self-efficacy in the use of Web 2.0 tools is one of the intrinsic characteristics of teachers that can be used to predict if they are capable of using them in their work (Niederhauser & Perkmen, 2008). Self-efficacy refers to the individual's belief in his or her ability to perform a specific skill.…”

Section: Web 20 Self-efficacymentioning

confidence: 99%

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers’ Use of These Tools in Their Teaching

Alhassan¹

2017

JEL

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The purpose of this study was to examine the relationship between teachers' self-efficacy in using of Web 2.0 tools and some demographic variables, and thier use of those tools in their teaching. The study data was collected from a random sample of public school teachers in Riyadh, Saudi Arabia. The results showed a strong positive relationship between teachers' Web 2.0 self-efficacy beliefs and their actual use of Web 2.0 tools in classroom teaching. Moreover, the study found that in-service training, age of teachers, and access to Web 2.0 tools at school had a strong relationship with teachers' use of Web 2.0 tools in teaching. The study recommended the need to intensify in-service training for teachers in the use of modern Internet tools in teaching.

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Validation of the Intrapersonal Technology Integration Scale: Assessing the Influence of Intrapersonal Factors that Influence Technology Integration

Cited by 45 publications

References 15 publications

Music teachers computer anxiety and self-efficacy

Music teachers computer anxiety and self-efficacy

Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology

Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers’ Use of These Tools in Their Teaching

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