Bilingual and ELL Preservice Teachers and Technology Self-Efficacy
Laurie Hansen, University of California Irvine, United States ; Loretta Donovan, California State University Fullerton, United States ; Shanan Fitts, Appalacian State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This pilot study examines the impact of technology integration within a multiple subject teacher education program with a bilingual or English language learner (ELL) emphasis on teacher candidate technology competence and self-efficacy to integrate technology. Results indicate that the technology self-efficacy of all participants increased during the study period. No significant differences in access to technology or initial self-reported technology competence were found between bilingual and general teacher candidates. More research is needed in technology and bilingual preservice teacher education. Studies that examine how other factors (e.g., age, childhood socioeconomic status, prior classroom experience, field assignment, and course instructor technology competence) contribute to preservice teachers’ technology self-efficacy would be particularly important.
Hansen, L., Donovan, L. & Fitts, S. (2009). Bilingual and ELL Preservice Teachers and Technology Self-Efficacy. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 688-695). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).