Preservice Teachers' Self-Efficacy for Technology Integration: A Study of the Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers? Self-Efficacy for Technology Integration
This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for technology integration. Two hundred and eighty participants were divided into eighteen lab sections, which were assigned into four conditions (3 experimental and 1 control). An instrument measuring self-efficacy for computer technology integration was developed and validated. The instrument was administered as pre- and post-surveys to examine participants? self- efficacy beliefs for technology integration. Results showed significant treatment effects for vicarious experiences and goal setting. A significantly more powerful effect was found when vicarious learning experiences and goal setting were both present compared to when only one of the two factors was present. From the perspective of teacher educators, the use of vicarious learning experiences and the incorporation of learning goals may help preservice teachers develop the confidence they need to become effective technology users, which in turn can help meaningful technology use be the norm, rather than the exception, in our K-12 classrooms.
Computer Sciences | Education
Wang, Ling, "Preservice Teachers' Self-Efficacy for Technology Integration: A Study of the Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers? Self-Efficacy for Technology Integration" (2009). CEC Faculty Books and Book Chapters. 11.