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[ subject:"Educational technology." ]
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Relationship between teacher self-ef...
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Manglicmot, Tina Musarra.
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Relationship between teacher self-efficacy, outcome expectations and the level of technology integration in secondary classrooms.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Relationship between teacher self-efficacy, outcome expectations and the level of technology integration in secondary classrooms./
作者:
Manglicmot, Tina Musarra.
面頁冊數:
98 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:
Dissertation Abstracts International76-10A(E).
標題:
Educational technology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663020
ISBN:
9781321803716
Relationship between teacher self-efficacy, outcome expectations and the level of technology integration in secondary classrooms.
Manglicmot, Tina Musarra.
Relationship between teacher self-efficacy, outcome expectations and the level of technology integration in secondary classrooms.
- 98 p.
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Thesis (Ed.D.)--The College of William and Mary, 2015.
This item must not be sold to any third party vendors.
The purpose of this study was to investigate the internal beliefs that motivate teachers to use technology in their classrooms. Internal factors studied are grounded in Bandura's Social Cognitive Theory (1986). Therefore, this study analyzed whether or not teacher beliefs', namely self-efficacy and outcome expectation, regarding computer use are related to varying levels of use and application of technology in the classroom. The goal was to provide educational leaders, professional development coordinators, and instructional technology specialists a better perspective of why technology is not being integrated fully and effectively in 21St century classrooms and to provide ideas to support teachers in their efforts to embed technology in the curriculum.
ISBN: 9781321803716Subjects--Topical Terms:
517670
Educational technology.
Relationship between teacher self-efficacy, outcome expectations and the level of technology integration in secondary classrooms.
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Relationship between teacher self-efficacy, outcome expectations and the level of technology integration in secondary classrooms.
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98 p.
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Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
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Adviser: Michael Di Paola.
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Thesis (Ed.D.)--The College of William and Mary, 2015.
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The purpose of this study was to investigate the internal beliefs that motivate teachers to use technology in their classrooms. Internal factors studied are grounded in Bandura's Social Cognitive Theory (1986). Therefore, this study analyzed whether or not teacher beliefs', namely self-efficacy and outcome expectation, regarding computer use are related to varying levels of use and application of technology in the classroom. The goal was to provide educational leaders, professional development coordinators, and instructional technology specialists a better perspective of why technology is not being integrated fully and effectively in 21St century classrooms and to provide ideas to support teachers in their efforts to embed technology in the curriculum.
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This study examined the relationships that exist between self-efficacy, outcome expectations and the level of technology integration. Data was collected from educators via an online survey consisting of questions related to technology self-efficacy, technology outcome expectation (SEOE Scale) and the varying levels of use in the classroom (LOTUS). Findings supported significant relationships between self-efficacy, outcome expectations and the level of technology use in the classroom. Studies also confirmed that self-efficacy and outcome expectation play a strong role in whether or not teachers use technology in their classroom. For teacher-centered technology use, self-efficacy was found to play a larger role in technology integration. However, self-efficacy and outcome expectation were found to play equal roles in teachers integrating technology in more student centered ways.
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