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Self-Efficacy and Technology Integration: Perceptions of First Year Teaching Fellows to Technology Integration in Education
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, North Carolina Central 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

Abstract

This paper addresses the self-efficacy of 18 first year Teaching Fellows in a HBCU to technology integration in their first semester in a teacher education program and how they used technology in social settings. As part of their freshmen orientation, each Teaching Fellow was given a laptop and an iPod as part of a technology grant by the school of education. Also, two technology instruments were administered pre and post fall 2008 semester; Teachers’ Attitudes towards Information Technology (TAT modified) and North Carolina Basic Computer Competencies for Educators (modified). Pretest scores on both instruments show that Teaching Fellows have positive attitudes to technology integration in their education. Data also show that Teaching Fellows use more technology in social settings than experienced in their course and that the main factors for positive attitudes to technology are affective state, prior knowledge and social uses of Teaching Fellows.

Citation

Bull, P. (2009). Self-Efficacy and Technology Integration: Perceptions of First Year Teaching Fellows to Technology Integration in Education. 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. 1768-1776). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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