Vicarious Learning Experiences and Goal Setting: Impact on Preservice Teachers' Self-Efficacy for Technology Integration
Association for Educational Communications and Technology
This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' selfefficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned into four conditions (three experimental and one control). Vicarious experiences for technology integration were presented to the students using an instructional CD-ROM, VisionQuest. Students were grouped into vicarious experience with or without learning goals, learning goals only presented, and a control group of neither vicarious experience or learning goals. Results show significant treatment effects of vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes.
Wang, Ling and Ertmer, Peggy A., "Vicarious Learning Experiences and Goal Setting: Impact on Preservice Teachers' Self-Efficacy for Technology Integration" (2003). CEC Faculty Articles. 350.