Self-efficacy For Technology Integration Research Articles

Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction

Using computer simulations in science education can facilitate the achievement of several educational objectives, including a thorough grasp of scientific concepts and an understanding of the scientific method. This research aimed to evaluate the extent of rural science educators’ technology integration self-efficacy when using simulations in teaching. The research was guided by Bandura’s (1986) social cognitive theory and focused on four key influencers of self-efficacy in educators: enactive mastery experience, vicarious experience, verbal persuasion, and affective state. The study’s demographic was all science educators in a rural district, with participants selected through convenience sampling. The survey instrument’s reliability and validity were established through exploratory and confirmatory factor analyses. The outcomes indicated that the science educators possessed a high level of self-efficacy in integrating technology through simulations, with no notable differences based on gender or education level. There was a statistically significant effect of teaching experience and school socioeconomic factors on the educators’ technology integration self-efficacy.

Assessing Chinese primary mathematics teachers’ self-efficacy for technology integration: Development and validation of a multifaceted scale

This study was dedicated to developing the Scale of Mathematics Teachers’ Technology Integration (SMTTI), a comprehensive instrument designed to assess the competencies of primary mathematics teachers in integrating digital technologies. The research encompassed data collection through a web-based questionnaire distributed to mathematics teachers across Chongqing, China. Both exploratory and confirmatory factor analyses were conducted to determine the SMTTI's efficacy as a measurement tool. These analyses established the robust reliability and validity of the SMTTI, affirming its effectiveness as an instrument for assessing the technology integration capabilities of mathematics teachers. The scale exhibited excellent psychometric properties, characterized by strong factor loadings, high internal consistency, and good model fit indices. The SMTTI advances educational technology research by providing a nuanced self-efficacy assessment tool that aligns with the emergent needs of post-pandemic education environments. Its distinctiveness lies in its empirical foundation and tailored approach to evaluating primary mathematics teachers’ self-efficacy for technology integration. The scale fills a critical gap in the existing literature by delivering a context-specific tool designed for the post-digital transition in educational practice, aiding in the formulation of targeted professional development programs and policy making. This addresses a need for updated instruments in the field, complementing the self-reported surveys focusing on practical application and current educational demands. The SMTTI contributes to refining the use of digital technology in educational settings by providing an instrument sensitive to the context-specific needs of teachers, thereby supporting more accurate instruments in this evolving domain.

Emergency Online Teaching and COVID-19: Teachers’ Use and Integration of Computer Technologies

The aim of the research was to determine the use of computer technologies and the status of integration into lessons during online teaching by class teachers during the COVID-19 pandemic. The research used a descriptive survey model. The study group for the research comprised 464 class teachers employed in official primary schools linked to the Ministry of National Education in Rize province. Two scales were used in the research; the Technology Integration Self-Efficacy Scale and the Teachers’ Information and Communication Technologies Integration Approach Scale. Data were analyzed with the t test, ANOVA and correlation test. Male teachers were determined to have higher use of computer technologies and higher levels of ability to integrate it into lessons compared to female teachers. Though there was no difference in use of technology levels of teachers, their levels of ability to integrate technology into lessons differed according to seniority. The use of computer technology by teachers and levels of ability to integrate into lessons did not differ according to receiving in-service training related to technology and educational status. Teachers’ use of technology and levels of ability to integrate into lessons differed according to the hours of lessons given using technology. As the levels of use of education technology by class teachers increased, their levels of ability to integrate computer technology into lessons also increased. 
 
 Keywords: Online teaching, technology integration, class teacher, Covid 19.

Determinants of Physical Teachers’ Attitude toward Technology Integration in Shenzhen Schools, China

Background and Aim: This study aimed to identify the factors influencing Physical teachers’ attitudes toward technology integration in Shenzhen Schools, China. The variables used in this research framework include Content Knowledge, Pedagogical Knowledge, Technological Knowledge, Technology Pedagogy and Content Knowledge, Technology Integration Self-efficacy, Intention to Integrate Technology, Teaching Style, Contextual Factors, Intention to Integrate Technology and Instructional Technology Outcome Expectation. Materials and Methods: The research utilized a quantitative survey research method using a questionnaire to investigate the influencing factors. The purposive sampling technique was employed to recruit 359 respondents in Shenzhen City to participate in the study. The Confirmatory Factor Analysis and Structural equation model was utilized to test the hypotheses. Results: The results revealed that physical education teachers’ intention to integrate technology can be influenced by the attitudes of Technological Integration Self-efficacy and Contextual Factors. In addition, the Technology Integration Self-efficacy is influenced by Technological Pedagogical and Content Knowledge. For the instructional technology outcome expectation, this factor can be influenced by the TISE and the IIT. Furthermore, the mediating effects were found for the teachers’ intention to integrate technology and the technology integration self-efficacy. Conclusion: The results showed that for physical education teachers to change their attitude toward technology integration, they need to increase their self-efficacy level. It is also important for the school to provide additional technology knowledge or support for teachers to ensure that the teachers can increase their competency toward technology usage, which could result in the increased utilization of technology in physical education classes.

Technological Pedagogical Content Knowledge of Preservice Elementary Teachers: Relationship to Self-Regulation and Technology Integration Self-Efficacy

<p style="text-align:justify">Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.</p>

Investigating Which Challenges Considered by Pre-service Teachers Are Reflected with Their Technology Integration Self-efficacy

This study explored pre-service teachers’ considered challenges regarding K-12 technology integration (TI) and their association with pre-service teachers’ TI self-efficacy. Using the content analysis approaches, the research team identified five challenges perceived by 212 pre-service teachers, and further found four significant associations between the challenges and their TI self-efficacy. Pre-service teachers’ considered challenges of differentiating students’ needs and using technologies to facilitate learning are positively correlated with their TI self-efficacy, while their considered challenges of applying theories and preparing technologies are negatively correlated with their TI self-efficacy. The results suggest that additional instructional modules should be designed to help pre-service teachers in distinguishing K-12 students’ needs and aligning TI with learning outcomes. Moreover, future TI instruction should incorporate practical TI cases, lesson plans, and technology evaluation training.

Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology

In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers enrolled in blended sections (n = 275) and online sections (n = 50) of the same introductory educational technology course. The results revealed that preservice teachers enrolled in the online format of the course reported a significantly higher level of using time management strategies, but a significantly lower level of employing help-seeking strategies compared to preservice teachers enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners and preparing preservice teachers that likely will be responsible for facilitating blended and online learning with their own students.

Individual differences in preservice teachers’ online self-regulated learning capacity: A multilevel analysis

We examined the relationships between preservice teachers' use of six types of online self-regulated learning (SRL) strategies (goal-setting, time management, environmental structuring, task strategies, help-seeking, and self-evaluation) and their characteristics (gender, technology integration self-efficacy, prior online learning experience, and program of study), and how these relationships vary across teacher education programs. A total of 325 preservice teachers from 14 teacher education programs participated in the study. Data were analyzed using cross-sectional two-level multilevel models. Results revealed that, except for environmental structuring and self-evaluation strategies, preservice teachers' use of all specific SRL strategies significantly varied across teacher education programs. Females demonstrated higher use of goal-setting strategies compared to males. Technology integration self-efficacy was a significant positive predictor of all SRL strategies, except for task strategies. Prior online learning experience was a significant negative predictor of goal-setting and self-evaluation strategies. This study's findings inform teacher education by highlighting variations in online SRL among preservice teachers, influenced by gender, technology integration self-efficacy, and prior online learning experience. Study limitations and recommendations for future research are discussed.

Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology (ICT) after school closure. The results reveal that teachers' positive teaching experiences were associated with their technology integration self-efficacy and their self-reported changes in technology use after the school closure. The results show effects of ICT literacy and general teacher self-efficacy on technology integration self-efficacy. ICT literacy, teacher self-efficacy, and positive experience had indirect effects, whereas support and technology integration self-efficacy had direct effects on changes in teachers’ ICT use for teaching.

Relationship between Technological Pedagogical and Content Knowledge (TPACK) and Technology Integration Self Efficacy (TISE) of Biology Teachers

High school biology teachers' good TPACK and TISE abilities will affect students' Biology learning outcomes. This study aims to determine the TPACK and TISE abilities of high school biology teachers in Banda Aceh City. this research is a survey research with a quantitative approach with a correlational design. The population in this study were all high school biology teachers in Banda Aceh City and using the total sampling method, the total sample was 49 high school biology teachers. Data collection was carried out by means of questionnaires, interviews and observations. The TPACK questionnaire contains 36 question items and the TISE questionnaire contains 28 question items. For interviews there are 25 question items. TPACK observations contain 28 observation items and TISE contains 14 observation items. For correlation values between TPACK and TISE, the Pearson Product Moment correlation formula is used. Based on the results of the study, it is known that there is a significant and positive correlation between the TPACK and TISE abilities of biology teachers at public high schools in Banda Aceh City

Investigation of Special Education Teachers' Technology Integration Self-Efficacy Levels

The aim of this study is to determine the technology integration self-efficacy of special education teachers. Within the scope of the study, it was examined whether the technology integration self-efficacy of special education teachers varies according to gender, professional seniority, in-service training and postgraduate education variables. Two measurement tools, technology integration self-efficacy scale and personal information form, were used in the study. The study was conducted with 206 special education teachers working in public and private special education institutions in different cities in Turkey. The results show that special education teachers' technology integration self-efficacy is at a moderate level. When it was examined whether the technology integration self-efficacy of special education teachers differed according to gender and professional seniority, no significant difference was found in the self-efficacy of the participants according to these two variables. Male special education teachers and those with low professional seniority had high technology integration self-efficacy scores. Finally, in-service training and post-graduate education of teachers appear to be an important factor in their technology integration competencies. Teachers who received in-service training or postgraduate education were found to have a very high level of technology integration self-efficacy perception.

Self-Efficacy Perception of Education Faculty Members on Technology Integration

The changing needs of the student in present contemporary times do require the progress and development of the teacher competencies. Should the competencies of the teacher not develop; certain problems will be faced such as not being able to meet the needs of the society as well as not reaching the intended student-learner quality. Therefore, teachers need to have the competence to use today's information and communication technologies effectively and efficiently. From this point of view, the aim of this study is to reveal the technology integration self-efficacy perceptions of the Education Faculty members. The study universe of the research consists of 207 instructors teaching at the faculty of education in 2022-2023. Within the scope of the research, the general survey model, applicable as one of the quantitative research methods, has been used. The Technology Integration Self-Efficacy Perception scale, which had been adapted into Turkish by Ünal and Teker (2018), has also been used as the data collection tool. The data obtained in the study then have been analyzed with the SPSS 21.0 program. While determining the effects of gender, age and department variables on technology integration self-efficacy perception, independent sample t-test and one-way analysis of variance (ANOVA) test have been applied. As a result of the study, it is determined that the technology integration self-efficacy perceptions of the instructors working in the Education Faculty have been understood to be high. A significant difference has been spotted in technology integration self-efficacy perception levels among the gender, age and department variables. Accordingly, thus, the study has shown that the male instructors had had a higher technology integration self-efficacy compared to the female instructors. It has also been observed that the self-efficacy perceptions of the 65 years and older faculty members were lower. Finally, it has been determined that the teaching staff of the the Computer and Instructional Technology Teaching Department had higher technology self-efficacy perceptions compared to other departments.

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of Pre-Service Social Studies Teachers’ Perceptions of Technology Integration Self-Efficacy and Technology Acceptance Levels with Regard to Various Variables

The aim of this study was to investigate pre-service social studies teachers’ self-efficacy perceptions towards the integration of technology in education and their technology acceptance levels in terms of different variables (gender, grade, level of interest in technological innovations, training on the use of technology in education) and to reveal whether there was a significant relationship between them.181 pre-service social studies teachers studying at 3 different universities from 3 different regions in Turkey participated in the study which was designed in accordance with the relational survey and causal comparative models. The participation was on a voluntarily basis and the participants were selected using convenience sampling method. The data were collected through Computer Technology Integration Survey and Technology Acceptance Measure for Pre-service Teachers. SPSS 20 was used in data analysis. The results showed that gender had a significant effect on self-efficacy perceptions whereas it did not play a role in acceptance levels. In addition, it was found that although grade level did not have a significant effect on self-efficacy perception, it played a significant role in acceptance levels. Furthermore, the level of interest in technological innovations was found to have a significant effect on self-efficacy perceptions. It was also found that training on the use of technology in education had a significant impact on both self-efficacy perceptions and acceptance levels. Finally, this study revealed a positive moderate relationship between self-efficacy perceptions towards technology integration and technology acceptance levels of the participants

Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors

This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.

An Investigation of Music Teachers' Perceived Self-Efficacy for Technology Integration

Technology integration is the use of appropriate technology in line with the objectives set in the learning-teaching process. Teachers who carry out learning and teaching activities in schools have a great importance in technology integration. In this study, it was aimed to investigate the music teachers’ perceived self-efficacy for technology integration. Technology integration self-efficacy perceptions of music teachers were compared based on the variables of gender, age, school type and level. The participants of the research consisted of 216 music teachers working in different cities in Turkey. Personal information form and perceptions of self-efficacy for technology integration scale were used in the research. The research findings indicated that music teachers’ perceived self-efficacy for technology integration were moderate. In addition, their perceived self-efficacy differed based on gender, age and school type. In general, male music teachers and the teachers working with younger students and in private schools had significantly higher perceived self-efficacy for technology integration.

Exploring Teachers' Technology Integration Self-Efficacy through the 2017 ISTE Standards.

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 = .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.

SELF EFFICACY BELIEFS OF PRE-SERVICE TEACHERS ON TECHNOLOGY INTEGRATION

The great use of technology in every part of life eventually forced educators to integrate up-to-date technologies into the teaching environments concerning the increased demands of millennial learners. Thus the teachers’ efficacy of technology integration into the teaching environments becomes a considerably vital issue besides the potential and positive roles of using the technology in the educational settings. The studies in the literature emphasize that increasing self-efficacy beliefs of pre-service teachers on technology integration during their education process will ultimately lead to successful technology integration in the future. Thus, it is believed that the studies examining the self-efficacy beliefs of pre-service teachers are worth conducting. Regarding this tenet, the present study intended to explore the self-efficacy beliefs of pre-service teachers enrolled in four different teacher education programs of a state university in Turkey. A total of 439 pre-service teachers (male= 145, female= 291, missing value=3) who enrolled in 1st, 2nd, 3rd and 4th grades of English language teacher education (n=115), Primary school teacher education (n=115), Turkish language teacher education (n=92) and Science teacher education (n=117) programs have participated in the study on voluntary bases. The present study, which adopted a non-experimental quantitative research design, gathered its data through a self-administered Likert-type survey accompanied by some demographic questions. The statistical analysis of the quantitative data revealed that pre-service teachers have high self- efficacy in technology integration in general. Additionally, it is found that while technology integration self-efficacy of pre-service teachers show a significant difference in line with some majors and grade level variables, there found no difference in terms of the gender variable.

Preparing pre-service teachers to integrate teaching technologies into their classrooms: Examining the effects of teaching environments based on open-ended, hands-on and authentic tasks

Pre-service training is the most important stage when teachers learn about integrating technology into their teaching. Pre-service teachers’ perceptions of the effectiveness of technologies can be used to predict their intention of including technology in their classrooms in the future. Having the necessary technical equipment available is considered important by these teachers to deal with current educational problems, and find solutions. Therefore, pre-service teachers’ educational activities were studied in this study and the use of new technologies in education was discussed. The contribution of different methods regarding the use of digital technologies for instructional purposes by pre-service teachers in different departments was investigated. The purpose of this study was to determine whether the different methods have an effect on the teachers’ technology integration self-efficacy (TISE), motivation, satisfaction and attitude towards the use of technology. The opinions of the pre-service teachers about the technologies used in the lessons were also analyzed. This study employed a mixed-method methodology. The sample in this study comprised 96 pre-service teachers at a university in Turkey who were divided into groups. The study involved a personal information form, semi-structured interview form, and four different scales. An ANCOVA analysis and descriptive statistics were used with the quantitative data, and content analysis was used in the analysis of the qualitative data. The results of this research show that a significant difference exists between the technology integration exercises performed using different methods, the students’ level of contribution to TISE and their motivation and technology use attitudes (TUA). The motivation and satisfaction levels were higher in the groups where authentic task-based instruction was used. It has been observed that closed-ended practical tasks support students’ self-efficacy to integrate technology. On the other hand, open-ended task-based activities were found to support an increase in attitudes towards technology use more than in the other groups. The group where closed-ended applications for technology integration self-efficacy, motivation, satisfaction and use of technology were performed differed in terms of gender, department and grade.