The Effect of Using in Computer Skills on Teachers’ Perceived Self-Efficacy Beliefs Towards Technology Integration, Attitudes and Performance
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Jul 30, 2016
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Abstract
The current study analyzes the relationship between the apparent teacher’s Self-efficacy and attitudes towards integrating technology into classroom teaching, self- evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al,2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement on teachers’ attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers’ performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983). The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r = 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.Keywords: Self- esteem; Activeinspire pre-service training; Perceived self -efficacy; Computer technology performance.
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NOUR EL-DAOU, Badrie Mohammad.
The Effect of Using in Computer Skills on Teachers’ Perceived Self-Efficacy Beliefs Towards Technology Integration, Attitudes and Performance.
World Journal on Educational Technology: Current Issues, [S.l.], v. 8, n. 2, p. 106-118, july 2016.
ISSN 1309-0348.
Available at: <http://sproc.org/ojs/index.php/wjet/article/view/928>. Date accessed: 02 dec. 2017.
doi: https://doi.org/10.18844/wjet.v8i2.928.
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References
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[27] Saleh, H. K. (2008). Computer self-efficacy of university faculty in Lebanon. Education Tech Research Dev, 56, 229-240. DOI 10.1007/s11423-007-9084-z
[28] Albion, P. R. (2001). Some Factors in the Development of Self-Efficacy Beliefs for Computer Use Among Teacher Education Students. Journal of Technology and Teacher Education, 9(3), 321- 347.
[29] Wang, L., Ertmer, P. A., & Newby, T. J. (2004a). Increasing Preservice Teachers' Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 231-250.
[30] Reasoner, Robert (1983). Enhancement of self – Esteem in Children and Adolescents. p.35-40
[31] Chao, W. (2003). Self-efficacy toward educational technology: The application in Taiwan teacher
education. Journal of Educational Media & Library Sciences, 40(4), 409-415.
[32] Cassidy, S., &Eachus, P. (2002). “Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers”. Journal of Educational Computing Research, 26(2), 133-153.
[33] Jungert, T. & Rosander, M. (2010). Self-efficacy and strategies to influence the study environment. Teaching in Higher Education, 15(6), 647-659.
http://dx.doi.org/10.1080/13562517.2010.522080
[34] Cullen, T. A., & Green, B. A. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29-47.
[35] Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
[36] Tashakkori, A., &Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
[37] Tashakkori, A., &Teddlie, C. (2003). Handbook of mixed methods in social behavioral research. Thousand Oaks, CA: Sage.
[38] Parker, M. F. (1993). The use of technology by education majors. Paper presented in November at the Mid-South Educational Research Association. New Orleans, LA. (Eric Document Reproduction Service No. ED369743)
[2] Roblyer, M. (2003). Integrating educational technology into teaching (3rd ed.). Upper Saddle River, N.J: Merrill/Prentice Hall.
[3] - Saad,.M (2013). Information and Communication Technology in Building Progressive Teachers ‘Knowledge Base: Cohort of Secondary Mathematics Pre- Service Teachers in Lebanon. Doctoral dissertation in Sciences of Education, Beirut-Lebanon.
[4] -Jabbour, K. K. (2011). Web 2.0 Technology Tools for Global Education in Lebanon. International Journal of Advanced Engineering Sciences and Technologies (IJAEST), 7(1), 151 – 168.
[5] - MEHE. (2012). Teaching and Learning in the Digital Age: Lebanon’s National Educational Technology Strategic Plan. The Ministry of Education and Higher Education Strategic Planning Development Team, Beirut, Lebanon. Retrieved December 10, 2013, from http://www.mehe.gov.lb/Uploads/file/TLSP.pdf
[6] -Cornu, B. (2010). Digital Natives in a Knowledge Society: New Challenges for Education and for Teachers. Proceedings of International Conference IITE: ICT in Teacher Education: Policy, Open Educational Resources and Partnership. UNESCO Institute for Information Technologies in Education, Moscow: Russian Federation, 10-17.
[7] - Kibbe, I(2012). Interview regarding the teachers’technology program at the Lebanese University. Head of master’s education program, coordinator of master’s in education technology program at the Lebanese University,Faculty of Education. 20,May,2012.
[8] Hardy, M. D. (2003). "It should have been stressed in all education classes: Preparing pre-service teachers to teach with technology”. Report: Searcy, AR. (Eric Document Reproduction Service No. ED 478379. [4] Bauer, J. F. (2000). A technology gender divide: Perceived skill and frustration levels among female preservice teachers. Paper presented in November at the Annual Meeting of the Mid-South Educational Research Association, Bowling Green, KY. (Eric Document Reproduction Service No. ED 447137).
[9] Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(11), p. 65-75.
[10] Pan, A. C., & Carroll, S. Z. (2008). Preservice teachers explore instructional software with children. The Educational Forum, 66(4), p. 371-379.
[11] Park, S. H., & Ertmer, P. A. (2007). Impact of problem-based learning on teachers’ beliefs regarding technology use. Journal of Research on Technology in Education, 40(2), 247- 267.
[12] Pajares, M. F. (1992). Teacher beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
[13] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
[14] Wall, A. (2004). An evaluation of the computer self-efficacy of preservice teachers. Unpublished doctoral dissertation. Tennessee State University. Nashville, Tennessee.
[15] Al-Badawi Hafwz, Ghina (2013). “The Strategic Leadership of ICT: Leading for Sustainable change”. LA Revue Pedagogique, no.53, Janvier, p.56-59.
[16] El Amine, A. (2009). Valorisation du Metier d’Enseignants. Proceedings of “The Professionalization of Teaching in Lebanon” Conference, French Version, pp.10-38, March 28, 2009, USJ, Beirut, Lebanon.
[17] Kaddoura, B. (2010). Mapping Pre- and In-Service Teaching and Training Programs for Early Childhood Professionals Available in Lebanon. Background paper for the Regional Consultative Workshop: Advancing the ECCD Agenda in the Arab Region, March 2010, Amman, Jordan
[18] MEHE. (2010). Quality Education for growth, National education strategy framework and Education sector development plan (General Education) 2010 – 2015, The General Education Sector: Facts and Figures. Ministry of Education and Higher Education, Beirut, Lebanon. Retrieved Feb.25, 2011 form: http://www.mehe.gov.lb
[19] Salameh, R. (2009). Vers un Référentiel National des Compétences des Enseignants de L’enseignement General au Liban. Proceedings of “The Professionalization of Teaching in Lebanon” Conference, French Version, pp.39-73, March 2009, USJ, Beirut, Lebanon.
[20] Baroud, F., & Abou Chedid, K. (2010). Patterns of E-learning Development in Lebanon’s Mosaic Educational Context. In U. Demiray (Eds.), Cases on Challenges Facing e-Learning and National Development: Institutional Studies and Practices, Vol.1 (pp. 409-424). Eskisehir, Turkey: Author.
[21] El Hage, F., & Abou Jaoude, S. (2009). Carrefour d’échanges 2009 : Recherches en didactique des sciences au Liban (2002-2008). Retrieved January 31, 2012, from http://www. agora.usj.edu.lb
[22] AbouHamadChahine, Samya (2013), “Training Lebanese School Directors on ICT”. La Revue Pedagogique, Janvier, no.53, p.53-55.
[23] MEHE. (2012). Teaching and Learning in the Digital Age: Lebanon’s National Educational Technology Strategic Plan. The Ministry of Education and Higher Education Strategic Planning Development Team, Beirut, Lebanon. Retrieved December 10, 2013, from http://www.mehe.gov.lb/Uploads/file/TLSP.pdf
[24] Haddad, W. D. (2002). Technology and Teacher Education: Making the Connection. Techknowlogia, 4(4), 5-7. Retrieved Sept. 20, 2012, from www.TechKnowLogia.org
[25] Moghaizel-Nasr, N. (2009). Forward. Proceedings of “The Professionalization of Teaching in Lebanon” Conference, French Version, pp.9-11, March 2009, USJ, Beirut, Lebanon
[26] Hoyek, S. (2009). La Formation des Enseignants Professionnels. Proceedings of “The Professionalization of Teaching in Lebanon” Conference, Arabic Version, pp.107-142.28, March 2009, USJ, Beirut, Lebanon.
[27] Saleh, H. K. (2008). Computer self-efficacy of university faculty in Lebanon. Education Tech Research Dev, 56, 229-240. DOI 10.1007/s11423-007-9084-z
[28] Albion, P. R. (2001). Some Factors in the Development of Self-Efficacy Beliefs for Computer Use Among Teacher Education Students. Journal of Technology and Teacher Education, 9(3), 321- 347.
[29] Wang, L., Ertmer, P. A., & Newby, T. J. (2004a). Increasing Preservice Teachers' Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 231-250.
[30] Reasoner, Robert (1983). Enhancement of self – Esteem in Children and Adolescents. p.35-40
[31] Chao, W. (2003). Self-efficacy toward educational technology: The application in Taiwan teacher
education. Journal of Educational Media & Library Sciences, 40(4), 409-415.
[32] Cassidy, S., &Eachus, P. (2002). “Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers”. Journal of Educational Computing Research, 26(2), 133-153.
[33] Jungert, T. & Rosander, M. (2010). Self-efficacy and strategies to influence the study environment. Teaching in Higher Education, 15(6), 647-659.
http://dx.doi.org/10.1080/13562517.2010.522080
[34] Cullen, T. A., & Green, B. A. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29-47.
[35] Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
[36] Tashakkori, A., &Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
[37] Tashakkori, A., &Teddlie, C. (2003). Handbook of mixed methods in social behavioral research. Thousand Oaks, CA: Sage.
[38] Parker, M. F. (1993). The use of technology by education majors. Paper presented in November at the Mid-South Educational Research Association. New Orleans, LA. (Eric Document Reproduction Service No. ED369743)