Measuring the Relationship between Agriculture Teachers' Self-Efficacy, Outcome Expectation, Interest, and Their Use of Interactive Whiteboards

Autor/inn/en	Bunch, J. C.; Robinson, J. Shane; Edwards, M. Craig
Titel	Measuring the Relationship between Agriculture Teachers' Self-Efficacy, Outcome Expectation, Interest, and Their Use of Interactive Whiteboards
Quelle	In: Journal of Agricultural Education, 53 (2012) 1, S.67-80 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2012.01067
Schlagwörter	Experienced Teachers; Expectation; Self Efficacy; Agricultural Education; Teaching Experience; Secondary School Teachers; Instructional Effectiveness; Program Effectiveness; Teacher Characteristics; Correlation; Visual Aids; Educational Equipment; Educational Technology; Interactive Video; Age Differences; Measures (Individuals); Statistical Analysis; Computer Literacy; Interests; Oklahoma + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Self-efficacy; Selbstwirksamkeit; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Unterrichtserfolg; Korrelation; Anschauungsmaterial; Ausrüstung; Unterrichtsmedien; Interaktives Video; Age; Difference; Age difference; Altersunterschied; Messdaten; Statistische Analyse; Computerkenntnisse; Bildungsinteresse
Abstract	The purpose of this descriptive-correlational study was to examine the level of self-efficacy of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB) in classroom teaching. The study also sought to determine if relationships existed between teachers' IWB self-efficacy scores, outcome expectation scores, interest scores, and selected personal and professional characteristics. The findings of this study revealed that as age and years of teaching experience increased, levels of self-efficacy and outcome expectations decreased. Therefore, younger and less experienced teachers were more efficacious and had higher expectations regarding the use of IWBs. Further, this study showed that teachers who perceived they used IWBs more frequently demonstrated higher levels of self-efficacy and outcome expectation. Recommendations and implications point to the creation of professional development opportunities for "digital immigrant" teachers to learn how to use IWBs more effectively and engage students better. In addition, future research should examine how "digital native" teachers are using IWBs as well as other interactive technologies they may be using in their classrooms. (Contains 6 tables.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10