The Impact of Self-Efficacy on Leveraging Technology in the Classroom

The Impact of Self-Efficacy on Leveraging Technology in the Classroom

Amy Earls Thompson, Stefanie Sorbet
Copyright: © 2020 |Pages: 18
DOI: 10.4018/978-1-7998-1766-6.ch014
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Abstract

This chapter focuses on changes that need to occur in educator preparation programs in order to improve self-efficacy in technology use in teacher candidates. The authors share the implications for the classroom for integrating the use of technology into the classroom to include safety and engagement concerns especially with regards to social media. Several technology tools are described including Flipgrid, Kahoot, Newsela, Plickers, Seesaw, and Storyline Online. Examples of their use in the classroom follows each tool's description.
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Problem

In order to impact student instruction in contemporary K-12 literacy classrooms, changes need to occur in university and college educator preparation programs (EPPs) specifically with curriculum and instruction with preservice teachers. At the EPP level, preservice teachers can be better prepared to be strong literacy teachers with a wide range of technology tools at their disposal. The U.S. Department of Education (2016) believes it is important for EPPs to prepare preservice teachers to effectively “select, evaluate, and use appropriate technologies and resources to create experiences that advance student engagement and learning” (p.4). Therefore, it is imperative that EPPs equip and empower K-12 preservice teachers with a wide range of literacy pedagogical and technological tools and practices to prepare them to truly differentiate learning for their K-12 students (U.S. Department of Education, 2016; Darling-Hammond, 2006).

Key Terms in this Chapter

Literacy Instruction: Literacy instruction encompasses grammar, listening, oral language, reading, speaking, spelling, viewing, and writing, and should be found in all K-12 schools as both (1) instructional time when literacy comprehension and skills are the exclusive focus and (2) instructional time when literacy comprehension and skills are integrated into academic content subject areas.

Struggling Reader: K-12 students who typically read one or more years below their current grade-level and often are perceived as lacking the skills other students possess and use with little difficulty.

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