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Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study
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American Educational Research Association Annual Meeting,

Abstract

This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned into four conditions (three experimental and one control). Vicarious experiences for technology integration were presented to the students using an instructional CD-ROM, VisionQuest. Students were grouped into vicarious experience with or without learning goals, learning goals only presented, and a control group of neither vicarious experience or learning goals. Results show significant treatment effects of vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes. The survey is attached. (Contains 16 references.) (Author/SLD)

Citation

Wang, L. & Ertmer, P.A. (2003). Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study. Presented at American Educational Research Association Annual Meeting 2003. Retrieved October 14, 2019 from .

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