The Influence of Teacher Self-Efficacy on Technology Integration
The Influence of Teacher Self-Efficacy on Technology Integration
Rosalba Saavedra, Paul LeBlanc, Georgeanna Adams-Molina, & Shelly Faulkner
Lamar University
Abstract As teachers strive to reinforce 21st century skills in today’s classrooms, successful technology integration has become an area of increasing interest in educational research (Beech, VanOverbeke, & Bonnstetter, 2009; Carter, 2008).While external first-order barriers such as availability of computers and access to the Internet are no longer common obstacles as compared to previous decades, internal second-order barriers including teacher anxiety and teacher self-efficacy still present a major area of concern for successful technology integration in the classroom (Ertmer, 2005; Celik & Yesilyurt 2013). The purpose of this qualitative phenomenological study is to provide a better understanding of how teacher self-efficacy affects technology implementation in the middle school classroom. The following research questions will be considered: (1) To what extent does teacher self-efficacy impact technology integration in a middle school classroom? (2) What are common themes among teachers’ perceptions of self-efficacy in relation to technology integration in a middle school classroom? (3) How do common themes among teachers’ perceptions of self-efficacy related to technology factor into technology integration? The results of this study will provide school administrators valuable insight needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction.
Keywords: technology integration, technology barriers, teacher self-efficacy
Introduction
As teachers strive to prepare their students to meet the demands of the 21st century, an increasing amount of educational technology research has become available (ChanLin, 2007; Ertmer, 2005; Celik & Yesilyurt, 2013). Within this body of research, a common theme to
Rosalba Saavedra, Paul LeBlanc, Georgeanna Adams-Molina, & Shelly Faulkner
Lamar University
Abstract As teachers strive to reinforce 21st century skills in today’s classrooms, successful technology integration has become an area of increasing interest in educational research (Beech, VanOverbeke, & Bonnstetter, 2009; Carter, 2008).While external first-order barriers such as availability of computers and access to the Internet are no longer common obstacles as compared to previous decades, internal second-order barriers including teacher anxiety and teacher self-efficacy still present a major area of concern for successful technology integration in the classroom (Ertmer, 2005; Celik & Yesilyurt 2013). The purpose of this qualitative phenomenological study is to provide a better understanding of how teacher self-efficacy affects technology implementation in the middle school classroom. The following research questions will be considered: (1) To what extent does teacher self-efficacy impact technology integration in a middle school classroom? (2) What are common themes among teachers’ perceptions of self-efficacy in relation to technology integration in a middle school classroom? (3) How do common themes among teachers’ perceptions of self-efficacy related to technology factor into technology integration? The results of this study will provide school administrators valuable insight needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction.
Keywords: technology integration, technology barriers, teacher self-efficacy
Introduction
As teachers strive to prepare their students to meet the demands of the 21st century, an increasing amount of educational technology research has become available (ChanLin, 2007; Ertmer, 2005; Celik & Yesilyurt, 2013). Within this body of research, a common theme to
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