Studying teachers' self-efficacy and experience while empowering technology use through personalized professional learning
Allison Hall, Arizona State University, United States ; Lida Uribe-Flórez, Kerry Rice, Boise State University, United States
Journal of Technology and Teacher Education Volume 27, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this mixed-methods study was to investigate the impact and experiences of teachers who had engaged in a personalized professional learning program to promote ICT integration in preK-12 classrooms. Survey results (n=344) showed that teachers’ perceptions of their ability to use technology tools and their self-efficacy towards using technology in the classroom improved significantly after the training. Interview results indicated support, choice, and coherence as positive aspects of the program with content support, community, and the overarching struggles of teaching as challenges to improvement. Overall, being able to have their individual needs met empowered teacher progress towards their learning goals despite their initial teaching, academic, and technology self-efficacy levels.
Hall, A., Uribe-Flórez, L. & Rice, K. (2019). Studying teachers' self-efficacy and experience while empowering technology use through personalized professional learning. Journal of Technology and Teacher Education, 27(3), 373-413. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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