Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers

Salih Birisci; Emin Kul

doi:10.30935/cet.512537

Salih Birisci ¹ ^* , Emin Kul ²

More Detail

CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 75-93

https://doi.org/10.30935/cet.512537

OPEN ACCESS 3123 Views 2223 Downloads

Download Full Text (PDF)

Abstract

This correlational study aimed to investigate the prediction levels of technopedagogical education competency for technology integration self-efficacy beliefs of pre-service teachers. The study group comprised 174 pre-service teachers at the Faculty of Education of a university located in the Eastern Black Sea region of Turkey. Both “Technopedagogical Education Competency Scale” and “Technology Integration Self-Efficacy Perception Scale” were administered as data collection tools. The results of the study showed that pre-service teachers had high levels of technology integration self-efficacy beliefs, with a high-level positive correlation with technopedagogical education competency. In addition, the dimensions of technopedagogical education competency such as ethics, design, exertion and proficiency were revealed as the predictors of technology integration self-efficacy; moreover, predictive effects of exertion and proficiency dimensions are insignificant. The findings obtained from the present study are thought to be helpful for the development of pre-service teachers' technology integration self-efficacy beliefs.

Keywords: Technopedagogical education competency, Technology integration, Self-efficacy belief, Pre-service teachers

References

Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27 (4), 134-143.
Akgun, F., Ozgur, H., & Cuhadar, C. (2016). The investigation of technopedagogical knowledge competencies of teacher candidates and pedagogical formation students. Adiyaman University Journal of Social Sciences, 8(24), 837-872.
Akkoc, H. (2011). Investigating the development of prospective mathematics teachers’ technological pedagogical content knowledge. Research in Mathematics Education, 13(1), 75-76. doi:10.1080/14794802.2011.550729
Akinci, M. (2017). English teacher candidates’ self-efficacy towards FATIH project. Dicle University Journal of Ziya Gokalp Faculty of Education, 30, 543-555. http://dx.doi.org/ 10.14582/DUZGEF.1802
Albayrak-Sari, A., Canbazoglu-Bilici, S., Baran, E., & Ozbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Educational Technology Theory and Practice, 6(1), 1-21.
Albion, P. (1999). Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology. Paper presented in Proceedings of the 10th International Conference of the Society for Information Technology & Teacher Education (pp. 1602- 1608), Austin, Texas: Association for the Advancement of Computing in Education.
Anderson, S. & Maninger, R. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37, 151-172.
Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. http://dx.doi.org/10.1016/j.compedu.2008.07.006
Arslan, A. (2012). Predictive power of the sources of primary school students’ self-efficacy beliefs on their self-efficacy beliefs for learning and performance. Educational Sciences: Theory & Practice, 12(3), 1907-1920.
Aslan, A. & Zhu, C. (2015). Pre-service teachers’ perceptions of ICT integration in teacher education in turkey. The Turkish Online Journal of Educational Technology, 4(3), 97-110.
Ay, Y. (2015). Evaluation of teachers’ technological pedagogical content knowledge (tpack) within the framework of practical model (Unpublished doctoral dissertation). Osmangazi University, Eskisehir.
Bakac, E. & Ozen, R. (2017). Examining preservice teachers’ material design self-efficacy beliefs based on their technological pedagogical content knowledge competencies. Ahi Evran University Journal of Education, 18(2), 613-632.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2), 353-364.
Binghimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning: A review of literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. Canbazogl-Bilici, S. & Yamak, H. (2014). Pre-Service Teachers’ Opinions about Microteaching in a Tpack-Based Research. Mehmet Akif Ersoy University Journal of Education, 32, 40-61.
Cavin, R. (2008). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 5214–5220). Chesapeake, VA: AACE.
Ceylan, B., Turk, M., Yaman, F., & Kabakci-Yurdakul, I. (2014). Determining the changes of information and communication technology guidance teacher candidates’ technological pedagogical content knowledge competency, information and communication technology usage phases and levels. Journal of Theory and Practice in Education, 10(1), 171-201.
Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13, 63-73 Chai, C.S., Koh, J.H.L., Tsai, C.C. & L.L.W. Tan. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193.
Chai, C. S. & Koh, J. H. L. (2017) Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research and Practice, 3(2), 114-129. http://dx.doi.org/10.1080/23735082.2017.1360506
Chen, Y. (2008). A mixed-method study of EFL teachers’ internet use in language instruction. Teaching and Teacher Education, 24, 1015-1028.
Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers’ knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
Coklar A.N., Kilicer, K. & Odabasi, H.F. (2007). A critical overview of technology use in education: Technopedagogy. Proceedings of 7th International Educational Technology Conference, (pp. 39-44). Nicosia, Cyprus: Near East University.
Colvin, J. C. & Tomayko, M. C. (2015). Putting TPACK on the radar: A visual quantitative model for tracking growth of essential teacher knowledge. Contemporary Issues in Technology and Teacher Education, 15(1), 68-84.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson. DeSantis, J. (2016). Investigating the relationship between TPACK and the ISTE standards for teachers. Issues and Trends in Educational Technology, 4(1), 16-30.
Durdu, L. & Dag, F. (2017). Pre-Service teachers’ TPACK development and conceptions through a TPACK-Based course. Australian Journal of Teacher Education, 42(11), 150-171. http://dx.doi.org/10.14221/ajte.2017v42n11.10
Ersoy, M., Yurdakul, I. K., & Ceylan, B. (2016). Investigating preservice teachers’ TPACK competencies through the lenses of ICT skills: An Experimental Study. Education and Science, 41(186), 119-135.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435
Flick, L. & Bell, R. (2000). Preparing tomorrow's science teachers to use technology: Guidelines for Science educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.
Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
Galvis, H. A. (2012). Understanding beliefs, teachers’ beliefs and their impact on the use of computer technology. Profile Issues in Teachers Professional Development, 14(2), 95-112.
Gecer Kolburan, A. (2010). Experience of technical teacher candidates towards teaching technologies and material development course. Yuzuncu Yil University Journal of Education, 7(2), 1-25.
Gunduz, S. & Odabasi, F. (2004). The importance of instructional technologies and material development course at pre-service teacher education in information age. The Turkish Online Journal of Educational Technology, 3(1), 7, 43-48.
Gokdas, I. & Torun, F. (2017). Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables. Educational Sciences: Theory & Practice, 17(5), 1733-1758.
Han, I., Shin, W.S., & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching, 23(7), 829-842.
Harris, J., Mishra, P. & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research of Technology in Education, 41(4), 393-416.
Henson R. K. (2001). Teacher self-efficacy: substantive implications and measurement dilemmas. Retrieved on 11 April 2018 from http://files.eric.ed.gov/fulltext/ED452208. pdf on 15.12.2017.
Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1) 47-61
Hoffer, M. & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a Secondary M.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
Hollins, E.R., Luna, C., & Lopez, S. (2014). Learning to teach teachers. Teaching Education, 25(1), 99-124.
Incik, E. Y. & Akay, C. (2017). A comprehensive analysis on technopedagogical education competency and technology perception of pre-service teachers: Relation, levels and views. Contemporary Educational Technology, 8(3), 232-248.
Ipek, C. & Acuner, H. Y. (2011). Primary pre-service teachers’ computer self-efficacy beliefs and attitudes toward educational technologies. Ahi Evran University Journal of Education, 12(2), 23-40.
Jang, S. J. & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564.
John, S. P. (2013). Influence of computer self-efficacy on information technology adoption. International Journal of Information Technology, 19(1) 1-13.
Kabakci-Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of pre-service teachers based on ICT usage. Hacettepe University Journal of Faculty of Education, 40, 397-408.
Kabakci-Yurdakul, I., Odabasi, H.F., Kilicer, K, Coklar, A.N., Birinci, G. & Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.
Kabakci-Yurdakul, I. , Odabasi, H. F., Kilicer, K., Coklar, A. N. , Birinci, G. & Kurt, A. A. (2014). Constructing technopedagogical education based on teacher competencies in terms of national standards. Elementary Education Online, 13(4), 1185-1202.
Karatas, I. (2014). Changing pre-service mathematics teachers’ beliefs about using computers for teaching and learning mathematics: The effect of three different models. European Journal of Teacher Education, 37, 390–405.
Karatas, F. İ., & Aslan Tutak, T. (2017). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integration self-efficacy. Mustafa Kemal University Journal of Social Sciences, 14(37), 180-198.
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
Kaya, Z. & Yilayaz, O. (2013). Technology integration models in teacher education and technological pedagogical content knowledge. Western Anatolia Journal of Educational Sciences, 4(8), 57-83.
Keser, H., Karaoglan-Yılmaz, F. G. & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193-1207.
Koehler, M. J. & Mishra, P. (2008). Introducing TPCK in AACTE committee on innovation and technology: The handbook of technological pedagogical content knowledge (TPCK) for educators. New York: American Association of Colleges of Teacher Education and Routledge.
Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762.
Kovalik, C., Kuo, C. L., & Karpinski, A. (2013). Assessing preservice teachers' information and communication technologies knowledge. Journal of Technology and Teacher Education, 21(2), 179-202.
Kurz, T. L. & Middleton, J. A. (2006). Using a functional approach to change preservice teachers’ understanding of mathematics software. Journal of Research on Technology in Education, 39(1), 45-65.
Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128.
Lee, M. & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.
Lemon, N. & Garvis, S. (2016). Pre-service teacher self-efficacy in digital technology. Teachers and Teaching, 22(3), 387-408.
Lucey, T.A. & Grant, M.M. (2009). Ethical issues in instructional technology: An exploratory framework. Multicultural Education & Technology Journal, 3(3), 196-212.
Ma, K. & Cavangh, M. (2018). Classroom ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(7), 134-151.
Mayes, R., Natividad, G., & Spector, J.M. (2015). Challenges for educational technologists in the 21st century. Education Sciences, 5, 221-237.
Mazman, S. G. & Usluel, Y. K. (2011). ICT integration into learning-teaching process: Models and indicators. Education Technology Theory and Practice. 1(1), 62-79.
MEB. (2017). Ministry of National Education. Ankara.
Milner, R. & Woolfolk-Hoy, A. (2002). Respect, social support and teacher efficacy: A case study. American Education Research Association, 26, 1- 10.
Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Nathan, E. J. (2009). An examination of the relationship between pre-service teachers’ level of technology integration self-efficacy (TISE) and level of technological pedagogical content knowledge (TPACK) (Unpublished doctoral dissertation). University of Houston, Texas.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
Pajares (2002). Overview of social cognitive theory and of self-efficacy. Retrieved on 20 September 2018 from http://www.emory.edu/EDUCATION/mfp/eff.html
Parsons, M. & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching: Theory and Practice, 11(1), 95-116.
Perkmen, S. & Pamuk, S. (2011). Social cognitive predictors of pre-service teachers' technology integration performance. Asia Pacific Education Review, 12(1), 45-58.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863-870.
Raphael, C. & Mtebe, J. (2017). Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania. Journal of Learning for Development, 4(2), 196-210
Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors ınfluencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 46(3), 229-254.
Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14, 161-178.
Sari, A. A., Bilici, S. C., Baran, E., & Ozbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Education Technology Theory and Practice, 6(1), 1-21.
Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment: Learning and teaching in higher education. Gulf Perspectives, 2(1), 1-24.
Shin, S.K. (2015). Teaching critical, ethical and safe use of ICT in pre-service teacher education. Language Learning & Technology, 19(1), 181-197.
Shin, T. S., Koehler M. Ji, Mishra P., Schmidt, D. A., Baran E. & Thompson A. D. (2009, March). Changing technological pedagogical content knowledge (TPACK) through course experiences. Paper presented at the International Conference of the Society for Information Technology & Teacher Education. Charleston, South Carolina.
Smith, K. B. & Shotsberger, P. G. (2001). Web-based teacher education: Improving communication and professional knowledge in preservice and inservice teacher training. Retrieved on 11 April 2018 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/80/19/7c/a1.pdf on 07.12.2017.
Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burn put: A study of relations. Teaching and Teacher Education, 26, 1059-1069.
Sun, Y., Strobel, J., & Newby, T.J. (2017). The impact of student teaching experience on pre-service teachers’ readiness for technology integration: A mixed methods study with growth curve modeling. Educational Technology Research and Development, 65(3), 597-629.
Sweeney, T. & Drummond, A. (2013). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Educational Computing, 27, 117-123.
Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics (4th Ed.). Needham Heights, MA: Allyn & Bacon. Tanak, A. (in press). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences. https://doi.org/10.1016/j.kjss.2018.07.012
Teo, T. (2009). Modeling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(1), 302- 312.
Teo, T. (2011). Factors influencing teachers' intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
Topuz, C. A. & Goktas, Y. (2015). Projects for effective technology use in Turkish education system: Period of 1984-2013. International Journal of Informatics Technologies, 8(2) 99-110.
Unal, E. (2013). An examination of the relationship between preservice teachers' perceptions of technology integration self-efficacy and technological pedagogical content knowledge competencies (Unpublished doctoral dissertation). Ankara University.
Vargas, O. L., Suárez, L. D., & Ibáñez, J. I. (2017). Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK. Improving Schools, 20(3), 264-277.
Voogt, J. & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83, http://dx.doi.org/10.1080/1475939X.2016.1174730
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing pre-service teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.
Yagci, M. (2016). Investigation of techno-pedagogical sufficiency of prospect pedagogical formation education teachers in terms of several variables. Journal of Kastamonu Education Faculty, 24(3), 1327-1342. Yazar, T. (2015). Prospective teachers’ opinions about instructional technologies and material design course. International Journal of Curriculum and Instructional Studies, 5(9), 23-34.
Yorulmaz, A., Can, S., & Cokcaliskan, H. (2017). The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs. Journal of Education and Training Studies, 5(9), 27-35. https://doi.org/10.11114/jets.v5i9.2110
Zhang, P., & Aikman, S. (2007). Attitudes in ICT Acceptance and use. In J. Jacko (Ed.), Human-computer interaction, Part I (pp. 1021-1030). Berlin: Springer-Verlag.

Citation

Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537

Birisci, S., and Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1), pp. 75-93. https://doi.org/10.30935/cet.512537

Birisci S, Kul E. Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. CONT ED TECHNOLOGY. 2019;10(1), 75-93. https://doi.org/10.30935/cet.512537

Birisci, Salih, and Emin Kul. "Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers". Contemporary Educational Technology 2019 10 no. 1 (2019): 75-93. https://doi.org/10.30935/cet.512537

Birisci, Salih et al. "Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers". Contemporary Educational Technology, vol. 10, no. 1, 2019, pp. 75-93. https://doi.org/10.30935/cet.512537

Birisci S, Kul E. Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. CONT ED TECHNOLOGY. 2019;10(1):75-93. https://doi.org/10.30935/cet.512537