Technology integration and implementation in schools and classrooms is directly linked to teacher self-efficacy (Wang & Ertmer, 2003). The expectation for teachers to collaborate and use educational technology on a daily basis is increasing (ISTE, 2010) across school districts and communities. Yet, despite the increased availability and support for classroom computer use, relatively few teachers have fully integrated technology into their teaching (Wang & Ertmer, 2003). Research shows that user acceptance, satisfaction and perceived usability of innovative technologies are crucial to the diffusion of those technologies (Holden & Rada, 2011).
Self-efficacy may be defined as a belief in one’s own ability to perform an action or activity necessary …show more content…
Successful performance leads to increased self-efficacy whereas repeated failures may result in lower self-efficacy (Bandura, 1997). Mastery experiences were suggested as having the strongest influence on self-efficacy beliefs and therefore the strongest influence on behavior (Abbitt, 2011). With mastery experiences having the a strongest influence on self-efficacy and teacher behavior, research also looks at additional influences, such as, instructional strategies and time on task, and their affect on self-efficacy beliefs (Abbitt, 2011). Both domains may play a role in a teachers’ thought and actions regarding technology use in the classroom (Abbitt, 2011). Instructional strategies, such as problem-based learning, often lend themselves to improving teachers’ ability to effectively use technology because teachers and students are continually performing a task (Abbitt, 2011). Additionally, the amount of time spent using a computer, i.e time on task, was positively correlated with self-efficacy beliefs regarding computer use (Abbitt, …show more content…
Cole, Simkins and Penul (2002) focused on the benefits of having a technology mentor or coach. In a study done by Sugar (2005), it investigated the benefits of a technology coach program and whether this proposed program could be an effective professional development approach to educating teachers and about technology integration. The study found that a technology coach or mentor program can provide the individualistic attention and apparently can be successful in helping teachers overcome initial obstacles in learning these technologies (Sugar, 2005). It also found the individualized relationship between coach and teachers also examines the overall role of an instructional coach (Sugar, 2005). Additional findings found that the role of a coach must encompass not only technology content and skills, but provide an inviting, empathetic, and patient environment for teachers to learn and adopt new technologies. Sugar (2005) also points out that the key ingredient of a teacher-coach relationship is
Self-efficacy may be defined as a belief in one’s own ability to perform an action or activity necessary …show more content…
Successful performance leads to increased self-efficacy whereas repeated failures may result in lower self-efficacy (Bandura, 1997). Mastery experiences were suggested as having the strongest influence on self-efficacy beliefs and therefore the strongest influence on behavior (Abbitt, 2011). With mastery experiences having the a strongest influence on self-efficacy and teacher behavior, research also looks at additional influences, such as, instructional strategies and time on task, and their affect on self-efficacy beliefs (Abbitt, 2011). Both domains may play a role in a teachers’ thought and actions regarding technology use in the classroom (Abbitt, 2011). Instructional strategies, such as problem-based learning, often lend themselves to improving teachers’ ability to effectively use technology because teachers and students are continually performing a task (Abbitt, 2011). Additionally, the amount of time spent using a computer, i.e time on task, was positively correlated with self-efficacy beliefs regarding computer use (Abbitt, …show more content…
Cole, Simkins and Penul (2002) focused on the benefits of having a technology mentor or coach. In a study done by Sugar (2005), it investigated the benefits of a technology coach program and whether this proposed program could be an effective professional development approach to educating teachers and about technology integration. The study found that a technology coach or mentor program can provide the individualistic attention and apparently can be successful in helping teachers overcome initial obstacles in learning these technologies (Sugar, 2005). It also found the individualized relationship between coach and teachers also examines the overall role of an instructional coach (Sugar, 2005). Additional findings found that the role of a coach must encompass not only technology content and skills, but provide an inviting, empathetic, and patient environment for teachers to learn and adopt new technologies. Sugar (2005) also points out that the key ingredient of a teacher-coach relationship is