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

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.