Literaturnachweis - Detailanzeige
| Autor/inn/en | Gomez, Frank C., Jr.; Trespalacios, Jesús; Hsu, Yu-Chang; Yang, Dazhi |
|---|---|
| Titel | Exploring Teachers' Technology Integration Self-Efficacy through the 2017 ISTE Standards |
| Quelle | In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 2, S.159-171 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-3894 |
| DOI | 10.1007/s11528-021-00639-z |
| Schlagwörter | Elementary Secondary Education; Self Efficacy; Teacher Attitudes; Educational Technology; Technology Uses in Education; Catholic Schools; Technology Integration; Faculty Development; California |
| Abstract | This quantitative study examined self-efficacy as a factor in teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = 0.73). Accordingly, the study established participating teachers' level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers' self-efficacy in leveraging technology for professional practice. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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