Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning

Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively associated with technology integration, developing teachers’ self-efficacy could increase high-quality integration. We investigate how a holistic system...

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Bibliographic Details
Published in:Educational technology research and development 2020-02, Vol.68 (1), p.89-108
Main Authors: Barton, Emily A., Dexter, Sara
Format: Article
Language:English
Subjects:
Education
Educational Technology
Holistic Approach
Independent Study
Informal Education
Leadership
Leadership Training
Learning and Instruction
Mathematics Teachers
Middle School Mathematics
Middle School Teachers
Middle Schools
Professional development
Professional Training
Reflection
Research Article
Science Teachers
Sciences education
Self Efficacy
Teacher Attitudes
Teacher Leadership
Teachers
Technology adoption
Technology application
Technology Integration
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Summary:Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively associated with technology integration, developing teachers’ self-efficacy could increase high-quality integration. We investigate how a holistic system of professional learning about technology integration including formal, informal, and independent professional learning might allow for access to and prompt reflection on self-efficacy source information. We interviewed six middle school math and science teachers from two schools where leadership teams participated in a leadership development program aiming to ultimately support teachers’ technology integration. To gather the teachers’ perspectives, we asked them to reflect on and explain visual displays of their reported confidence in technologies and frequency of professional learning. Through core assertions, we suggest a holistic system of learning supports teachers’ access to three sources of self-efficacy information (verbal persuasion, vicarious experiences, and mastery experiences) and prompts teachers’ reflection on source information such that it can impact their self-efficacy. We make recommendations for leaders to operate on these findings, as leaders are responsible for fostering the conditions necessary for teachers’ effective technology integration, as well as recommendations for future research to increase the generalizability and depth of understanding.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-019-09671-6