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Preliminary investigation of some influences on student teachers' self-efficacy for teaching with computers
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, University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Although many teachers now have access to computers for teaching and learning and profess a belief in the value of computers for education the impact on the day to day work in classrooms is still limited. Even where teachers believe in the use of computers and have the necessary technical skills they may be reluctant to implement them in their classrooms. Increasing teachers' self-efficacy beliefs for teaching with computers has been proposed as a means of influencing their behaviour. This paper reports on a preliminary study of some factors that might be associated with self-efficacy for teaching with computers. The absence of significant relationships with factors such as Pupil Control Ideology and Innovativeness suggests that it may be possible to intervene to increase graduating teachers' self-efficacy for teaching with computers.

Citation

Albion, P. (2000). Preliminary investigation of some influences on student teachers' self-efficacy for teaching with computers. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1349-1354). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2019 from .

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