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A MODEL FOR THE RELATIONSHIP OF ELEMENTARY TEACHERS’ TECHNOLOGICAL SELF-EFFICACY AND STUDENTS’ ACADEMIC PERFORMANCE
PROCEEDINGS

, BOGAZICI UNIVERSITY, Turkey

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Recent scientific and technologic developments in the world have forced educational institutions to change. To survive with these challenges, we must develop new adaptation methods, attitudes and skills to deliver education to our students. Therefore, the aim of this study is to propose a model for the relationship of elementary teachers’ technological self-efficacy and academic performance. This theoretical paper offers a conceptual interpretation of the model. The model which is based on the literature is mainly investigated according to Bandura’s social cognitive theory and Koehler and Mishra’s (2005) technological pedagogical content knowledge (TPACK) model.

Citation

KARATAS, F.I. (2014). A MODEL FOR THE RELATIONSHIP OF ELEMENTARY TEACHERS’ TECHNOLOGICAL SELF-EFFICACY AND STUDENTS’ ACADEMIC PERFORMANCE. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 895-902). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .