Dissertation
Investigating the Relationship Between Instructional Technology Self-efficacy and the Integration of Instructional Technology Into Pedagogical Practices
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2012
Abstract
While significant progress has been made in establishing a technological infrastructure within public schools, the U.S. Department of Education acknowledges that the full potential of instructional technology has not been realized because of inadequate teacher training. The purpose of this quantitative study was to investigate summated instructional technology self-efficacy as a multiple domain construct that reflects teachers' perceived beliefs about their capability to integrate instructional technology into their pedagogical practices. Using Bandura's social cognitive theory as a theoretical framework, a 30-item quick assessment instrument designed to measure significant microanalytic sources of instructional technology self-efficacy was administered to 297 K-12 public school teachers in Northwest Florida. The independent variable was summated instructional technology self-efficacy, a construct that was calculated by averaging the self-efficacy strength scores of personal teacher self-efficacy, general computer self-efficacy, and particularized instructional technology self-efficacy. The dependent variable was teacher self-assessment of instructional technology integration into pedagogical practices. Factor analysis showed that all items loaded on the constructs they were intended to measure and all Cronbach alpha reliability coefficients were greater than .80. The analysis of variance (ANOVA) between summated instructional technology self-efficacy and the integration of technology into pedagogical practices was statistically significant, F(3, 293) = 85.32, p < .001. This statistic corresponded to an effect size of ç2 = .47, which is a large effect, and the total variance accounted by summated instructional technology self-efficacy was 64.77%. The implication of these findings is that this instrument may be useful as a means for professional development coordinators to assess teachers' instructional technology self-efficacy prior to conducting instructional technology training.
Details
- Title
- Investigating the Relationship Between Instructional Technology Self-efficacy and the Integration of Instructional Technology Into Pedagogical Practices
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 151
- Copyright
- © 2012 Leo Francis Murphy
- Identifiers
- 99380090851006600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida