Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration

TLDR

The study examined how vicarious learning experiences and goal setting affect preservice teachers’ self‑efficacy for classroom technology integration. A randomized design with 280 preservice teachers in 18 lab sections across four conditions used pre‑ and post‑surveys to assess self‑efficacy for technology integration. Results showed that vicarious learning experiences and goal setting significantly increased self‑efficacy, with the greatest effect when both were combined, suggesting these strategies can boost preservice teachers’ confidence in technology use.

Abstract

This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational technology course at a large Midwestern university, participated. Students were divided into eighteen lab sections, which were assigned to one of four conditions (three experimental and one control). Pre- and post-surveys were administered to examine participants' self-efficacy beliefs for technology integration. Results showed significant treatment effects for vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significantly more powerful effect was found when vicarious learning experiences and goal setting were both present compared to when only one of the two factors was present. Therefore, from the perspective of teacher educators, the use of vicarious learning experiences and the incorporation of specific goals may help preservice teachers develop the confidence they need to become effective technology users within their own classrooms.