ReturnHow can your self-efficacy impact your technology integration?
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Listen and learn: Research paper 
Trips and Tours
Recorded Session
Virtual SessionPresenters
Session description
Framework
The study is based on a call to the professional to prepare teacher candidates to integrate technology in classrooms from day one.
The theoretical framework used in this study to introduce students to technology integration and self reflection is PICRAT. (https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation/)
Methods
A mixed method approach will be taken, as the questionnaire was composed both numerically rated questions along with short-answer questions (Berends, 2006). The questionnaire includes 22 statements that ask the student to identify their efficacy in implementing the statements in their future classroom. The statements are derived from the ISTE Standards for Educators. The questionnaire was originally developed by Christensen & Knezek (2017) with validity established in 2021 publication. Two open-ended questions were also presented to TCs to establish perceived barriers to technology integration in future classrooms.
*The PI received university IRB approval for this study.
Results
Data collection is currently taking place. Data collection will end October 13, 2023.
Based on formative assessments throughout the course, the expectation is increased self-efficacy and decreased perceived barriers when implementing technology in future classroom.
Importance
There is a call to educator preparation programs to increase teacher candidates' ability to utilize technology in K-12 classrooms from day one of becoming teacher of record. This study is examining best practices in courses to not only introduce TCs to technology integration but transform mindsets to begin to think of technology integration as a typical part of the day. Moving past a list of technology tools and instead into embedding technology into lessons the same as embedding assessments or standards.
References
Christensen, R. & Knezek, G. (2017) Validating the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21), Journal of Digital Learning in Teacher Education, 33:1, 20-31, DOI: 10.1080/21532974.2016.1242391
Kimmons, R., Graham, C. R., & West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1). https://citejournal.org/volume-20/issue-1-20/general/the-picrat-model-for-technology-integration-in-teacher-preparation
Session specifications
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Google Drive will be used but settings have been changed so any participant should be able to interact with the material.
Learner
- Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
- Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
- Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.