CEC Faculty Articles

Title

Vicarious Learning Experiences and Goal Setting: Impact on Preservice Teachers' Self-Efficacy for Technology Integration

Document Type

Article

Date

2003

Publication Title

Association for Educational Communications and Technology

Volume

1

First Page

501

Last Page

514

Description

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.

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