AI Article Synopsis
- The study focused on how self-efficacy affects the use and integration of technology by 327 Catholic school teachers in urban K-12 settings in Southern California.
- It used an online survey based on the Technology Integration Confidence Scale (TICS) to measure teachers' confidence levels.
- Results indicated that teachers had a moderate confidence in their technology skills, and ongoing professional development was identified as crucial for improving their self-efficacy in using technology effectively.
Article Abstract
This quantitative study examined self-efficacy as a factor in teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology ( = 3.2, = .73). Accordingly, the study established participating teachers' level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers' self-efficacy in leveraging technology for professional practice.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8339164 | PMC |
| http://dx.doi.org/10.1007/s11528-021-00639-z | DOI Listing |
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