Experiences in Digital Video Composition as Sources of Self-Efficacy Toward Technology Use

Experiences in Digital Video Composition as Sources of Self-Efficacy Toward Technology Use

Merja Kauppinen (University of Jyväskylä, Jyväskylä, Finland), Carita Kiili (University of Oslo, Oslo, Norway) and Julie Coiro (University of Rhode Island, Kingston, RI, USA)
Copyright: © 2018 |Pages: 12
DOI: 10.4018/IJSEUS.2018010101

Abstract

As teachers' self-efficacy has been shown to be a crucial factor in technology integration, there is a need to understand the mechanisms that may raise teachers' self-efficacy toward technology integration. This article seeks to understand what sources of self-efficacy hands-on experiences with technology may provide to pre-service teachers. The participants were 37 students who were taking a course on digital literacies, where they composed a digital video in small groups. The data consists of students' individually written post-course self-evaluation reports. In the analysis of the reports, the authors identified text fragments that indicated either 1) sources of self-efficacy related to technology use, 2) students' willingness to use technology in their teaching, or 3) perceived value of technology use. Almost half of the students indicated some source of self-efficacy in their reports mastery experiences being the most frequent source of self-efficacy. The results suggest that digital video composition may be a good way to enhance students' self-efficacy related to technology use.
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Self-Efficacy Beliefs And Use Of Technology In Teaching

Self-efficacy is defined as a person’s beliefs or confidence about his or her capability to accomplish a task under specific conditions (Bandura, 1997). Perceived self-efficacy beliefs affect individuals’ initial choices of activities, the levels of the goals they set for themselves, the amount of effort they mobilize, and their outcome expectations (Bandura, 1997). Thus, it is one important factor explaining teachers’ decisions about the use of technology in their classrooms—not only about whether to use technology (Chen, 2010; Teo, 2009) but about how to use technology and how much effort to put into implementing new technologies (cf. Tondeur et al., 2017). Self-efficacy beliefs are also related to getting through the barriers that people face in their activities (Zimmermann, 2000), which are also particularly significant when it comes to implementing new technologies in the classroom.

Several studies have reported instructional practices that have succeeded in enhancing pre-service teachers’ self-efficacy toward technology integration (Banas & York, 2014; Heo, 2009; Koh, 2011). In a study by Banas and York (2014), pre-service teachers engaged in authentic learning exercises where they designed four detailed technology-integrated lesson plans in small groups and gave one of the lessons as they would in a real classroom situation. Authentic learning exercises and feedback from instructors and peers seemed to have a positive influence on self-efficacy toward technology integration and intentions to use technology. In addition, Heo (2009) found that digital storytelling experiences improved pre-service teachers’ self-efficacy toward technology integration. Further, technology-centered teaching experiences may increase pre-service teachers’ self-efficacy toward technology integration (Han, Shin, & Ko, 2017). Although studies suggest that the increase of self-efficacy beliefs is related to encouragement, the opportunity to experiment with technology, and feedback from reliable persons (cf. Tondeur al., 2017), there are fewer studies clarifying the sources of the increase in self-efficacy. This study seeks to understand the student experiences behind the increase in self-efficacy in technology use.

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