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Instructor and Student Classroom Interactions during Technology Skills Instruction for Facilitating Preservice Teachers' Computer Self-Efficacy
ARTICLE

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Journal of Educational Computing Research Volume 40, Number 2, ISSN 0735-6331

Abstract

Technology skills instruction is an important component of educational technology courses, which has been shown to raise pre-service teachers' computer self-efficacy. Computer self-efficacy, in turn, is positively related to their self-efficacy for technology integration. Studies of undergraduate technology skills instruction found that classroom interactions between instructors and students can influence students' computer self-efficacy. These relationships are not well understood with respect to technology skills instruction of pre-service teachers as there is a dearth of such studies in teacher education literature. This study addressed the gap by analyzing video recordings of three educational technology classes to derive a taxonomy of classroom interactions that occur during technology skills instruction. Survey and interview data were further used to determine how these interaction categories influenced pre-service teachers' computer self-efficacy. Based on these findings, we offer guidelines for how teacher educators can foster pre-service teachers' computer self-efficacy through the process of technology skills instruction. (Contains 2 figures and 2 tables.)

Citation

Koh, J.H.L. & Frick, T.W. (2009). Instructor and Student Classroom Interactions during Technology Skills Instruction for Facilitating Preservice Teachers' Computer Self-Efficacy. Journal of Educational Computing Research, 40(2), 211-228. Retrieved July 12, 2020 from .

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