Validating a measure of teacher technology integration lithuanian flirt dating
Specifically, this study compared pre-service teachers' self-efficacy, outcome expectations, intentions (internal factors) and perceived school climate (external factor) for technology integration in education in these countries.
The results of confirmatory factor analysis in this study supported the construct validity of the scale in all three samples.
The largest actual–preferred discrepancy was order (students) and inquiry learning (teachers).
TICI offers additional utilities for technology-enriched science leaning environments.
This is a final draft version of an article whose final and definitive form has been published by Society for Information Technology & Teacher Education.
Published in this repository with the kind permission of the publisher.
In Study I, 200 pre-service teachers completed the self-efficacy questionnaire.
Confirmatory factor analyses resulted in a modified measurement model consisting of the three hypothesized self-efficacy scales.
Study participants were 550 pre-service teachers from three universities in Turkey, Spain and the USA (219, 209, and 122 respectively). All of the participants were junior and senior students enrolled in elementary teacher education programs.Tiffany Royal, a fifth grade teacher, and Joyce Duryea, a special education teacher, co-teach for part of the school day. Their school has established a new program whereby many students with high-incidence disabilities (e.g., learning disabilities, mild mental retardation, mild behavior disorders) are placed full-time into general education classrooms with support from special education teachers. Tiffany Royal describes it this way, “I really wasn't sure what I was volunteering for when the principal asked me to participate.I guess I had confidence that it would all somehow work out, and I knew I was working with a veteran special education teacher.This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs.Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration.
Study II reports on an intervention to clarify the effects of digital video composition experiences on these same three self-efficacy variables.