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Urban School Teachers'elf-Efficacy Beliefs and Practices, Innovation Practices, and Related Factors in Integrating Technologh
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, Pittsburgh Board of Education, United States ; , Indiana University of Pennsylvania, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

This research examined the attitudes, self-efficacy beliefs, and innovation practices of urban high school teachers in relationship to technology, and how professional development affected these attitudes, self-efficacy beliefs, and innovation practices. Four hundred and twenty-eight teachers at eleven high schools in one urban district were surveyed. The results indicated that teachers who had fewer years of teaching experience, greater self-reported computer ability, more years of experience using the Internet, access to greater numbers of computers in their classrooms, and technology professional development training were more likely to have positive attitudes toward technologies, higher levels of self-efficacy practices, and higher scores on innovativeness.

Citation

Richardson-Kemp, C. & Yan, W. (2003). Urban School Teachers'elf-Efficacy Beliefs and Practices, Innovation Practices, and Related Factors in Integrating Technologh. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1073-1076). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2023 from .

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References

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