Impact of vicarious learning experiences and goal setting on preservice teachers' self-efficacy for technology integration

Ling Wang, Purdue University

Abstract

Despite the increased availability and support for classroom computer use, relatively few teachers have fully integrated computers into their teaching. There is substantial evidence to suggest that teachers' self-efficacy beliefs in their capacity to work effectively with technology may be a significant factor in determining patterns of classroom computer use. The literature has established independent effects of both vicarious learning experiences and goal setting on learners' judgments of self-efficacy, yet little work has been done to examine how these strategies might be combined to create even more accurate and more robust judgments of self-efficacy. This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational technology course at a large Mid-western university, participated. Students were divided into eighteen lab sections, which were assigned into four conditions (3 experimental and I control). An instrument measuring self-efficacy for computer technology integration was developed for this study. The instrument was administered as pre- and post-surveys to examine participants' self-efficacy beliefs for technology integration. Results showed significant treatment effects for vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significantly more powerful effect was found when vicarious learning experiences and goal setting were both present compared to when only one of the two factors was present. Though enhanced self-efficacy beliefs do not automatically translate into the actual use of technology among teachers, they are a necessary condition for technology integration. Teachers' self-efficacy beliefs have been found to be useful indicators of likely success at technology integration. Therefore, from the perspective of teacher educators, the use of vicarious learning experiences and the incorporation of learning goals may help preservice teachers develop the confidence they need to become effective technology users within their own classrooms. Thus, as our future teachers achieve high confidence levels for technology integration and develop powerful strategies for technology implementation, meaningful technology use can come closer to being the norm, rather than the exception, in our K–12 classrooms.

Degree

Ph.D.

Advisors

Newby, Purdue University.

Subject Area

Curricula|Teaching|Educational software|Teacher education

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