TEACHER SELF-EFFICACY and USAGE: THE CASE of the XO LAPTOP in ALABAMA
Shaundra B Daily, Clemson University, United States ; Shelia Cotten, Philip Gibson, The University at Alabama at Birmingham, United States ; Michael Howell-Moroney, University of Memphis, United States ; Latoya O'neal, The University at Alabama at Birmingham, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As with any introduction of new technology, especially in schools, teacher acceptance is key. While much research has show that increasing teacher self-efficacy and skill can support adoption, there are other cultural, social, and political barriers that can inhibit adoption. In this paper, we describe the results of a summer institute and in-service professional development sessions that reintroduced the XO laptop to teachers, supported them in understanding its features, provided them with lesson plans to support their math and science curricular goals, and created opportunities for them to design their own lesson plans. Our findings suggest that intensive interventions such as summer institutes as well as professional development have a positive effect on self-efficacy toward a novel platform, but not necessarily the usage and adoption of new technologies.
Daily, S.B., Cotten, S., Gibson, P., Howell-Moroney, M. & O'neal, L. (2013). TEACHER SELF-EFFICACY and USAGE: THE CASE of the XO LAPTOP in ALABAMA. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4676-4683). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).