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Developing the self-efficacy of teacher candidates within preparation programs is significant to ensuring candidates become successful classroom teachers. The design implications presented in this research promote creating high teacher self-efficacy through technology-infused experiences.
Teacher Self-efficacy
Self-efficacy is rooted in Bandura’s (1986) social cognitive theory that supports individuals as their own change agents. Self-efficacy is the belief we have in our own abilities, specifically our ability to meet the challenges ahead of us and complete a task successfully. According to Bandura (1993), self-efficacy is a good predictor of behavior. While teacher self-efficacy is more broadly defined for many areas of teaching, this paper focuses on how self-efficacy impacts the integration of technology into the classroom. Technology self-efficacy has been defined as confidence in one’s competence (Christensen & Knezek, 2017) and is one important factor that influences the effectiveness of teaching with technology (Hoy, Hoy & Davis, 2009). Four areas in which teachers tend to develop their self-efficacy include past successes or failures, seeing peers’ successes or failures, suggestions from other people, and their stress level toward the task (Kwon et al.,2019). Oliver and Shapiro (1993) found teachers’ self-efficacy beliefs to be indicators of success for technology integration. Teachers’ beliefs about technology can impact the integration of technology into their teaching practices (Compeau, Higgins, & Huff, 1999; Ertmer, 2005).
Technology Integration Frameworks
Technology Pedagogy and Content Knowledge (TPACK) is a framework for technology integration intended to form a more integrated approach for three kinds of knowledge required for teaching: technology, pedagogy, and content (Thompson & Mishra, 2007–2008).
The Synthesis of Quality Data (SQD) Model was developed with the intention of providing an evidence-based model to inform teacher education programs. Tondeur et al. (2012) reviewed more than a dozen qualitative studies in order to create a model that includes components necessary to prepare teacher candidates to integrate technology.
This literature review was developed through narrative and integrative methods (Baker, 2016, Torraco, 2005). It centered on teacher self-efficacy in technology integration within teaching and learning. The authors narrowed the research review to publications in the past ten years (2012- 2022) to find the most current information on how teacher self-efficacy for technology integration has been approached throughout the teacher development process. The search terms were “teacher self-efficacy” and “preservice (or pre-service) teacher” or “teacher candidate” and “technology” for the range of 2012 to 2022. Articles from two databases, Educational Resources Information Center (ERIC) (N =349) and Learning and Technology Library (LearnTechLib) (N =127), were identified. Following the initial search, we excluded duplicate articles, articles published in languages other than English, and articles originally published outside the search year parameters of 2012 to 2022. We included articles if they were original research articles with quantitative or qualitative results, program evaluations, or research-based best practices written for a practitioner audience and included the search terms. Then, we excluded articles that did not address topics related to teacher self-efficacy, that were not related to teacher candidates’ or teacher educators’ development, or informed teacher preparation programs. The final collection of relevant articles contained 201 unique items. The authors reviewed articles from the collection, which are represented by the themes and articles cited in the paper. Additionally, authors used research articles that were found from citations within the selected articles, using the ancestry method when an author required additional information or verification in analyzing a developing topic (Torronto & Remington, 2020).
The results include a discussion of how high teacher self-efficacy positively influences classroom practices and a table of design implications for teacher preparation programs interested in creating opportunities for teacher candidates to create teacher self-efficacy for technology integration.
Suggestions for enhancing teacher self-efficacy through teacher preparation programs are to create practical opportunities to see examples and apply powerful uses of technology in teaching and learning contexts as well as make connections for teacher candidates to work with experienced teachers who integrate technology into learning experiences.
A technology-infused teacher preparation program requires purposeful design. Such a program intentionally implements technology infusion (‘the what’) to create transformative learning experiences throughout the program experiences (‘the where’) for the purpose of growing the craft of teacher candidates so they are well-prepared classroom teachers with the skills (‘the why’), This presentation engages all in conversations about the future of teacher preparation programs and the influences that necessitate technology infusion with the program for the best development of teacher candidates.
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