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 the Advancement of Computing in Education

ISSN or ISBN

978-1-880094-50-1

First Page

1817

Last Page

1820

Description

This study examined how vicarious learning experiences and goal setting influenced preservice teachers' self-efficacy for integrating technology into the classroom. Twenty students from the Teacher Education program at a Mid-western university participated and were assigned into four experimental conditions. Results showed significant treatment effects of vicarious experiences and goal setting on the 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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