Identifying Influences on Attitudes and Self-Efficacy Beliefs Towards Technology Integration Among Pre-Service
This pilot study investigated the influences on self-efficacy beliefs toward technology integration among pre-service teachers at two mid-sized public institutions in the Midwest region of the United States. Using pre/post measurements of perceived comfort with using computer technology, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration, this study identified possible influences on self-efficacy beliefs. Specifically, this study found that Perceived comfort with computer technology was found to be a significant predictor of self-efficacy beliefs towards technology integration, while perceived usefulness was not found to have a significant predictive relationship. This study also found that all of the groups demonstrated a significant increase in self-efficacy beliefs while enrolled in a course focusing on technology integration even though the courses varied in course design and weekly instructional time. The results suggest that a course design that focused more broadly on issues relating to the integration of technology into teaching was likely to have a larger positive impact on self-efficacy beliefs than a course focused primarily on developing proficiency skills with specific computer technology.