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...

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Bibliographic Details
Published inThe Turkish online journal of distance education TOJDE Vol. 22; no. 3; pp. 79 - 94
Main Authors CANER, Mustafa, AYDIN, Sinan
Format Journal Article
LanguageEnglish
Published Anadolu University 01.07.2021
Subjects
Computer Literacy
Departments
Foreign Countries
Majors (Students)
Predictor Variables
Preservice Teachers
Public Colleges
Readiness
Self Efficacy
Student Characteristics
Teacher Education Programs
Technology Integration
Undergraduate Students
Turkey
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Summary: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.
ISSN:1302-6488
1302-6488
DOI:10.17718/tojde.961820