Home PublicationsJRTEPast IssuesVolume 36 Number 3

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 36 Number 3 Spring 2004

Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration
Ling Wang
Nova Southeastern University
Peggy A. Ertmer
Timothy J. Newby
Purdue University

Abstract
This study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers’ self-efficacy for integrating technology into the classroom. Two hundred and eighty students, enrolled in an introductory educational technology course at a large Midwestern university, participated. Students were divided into eighteen lab sections, which were assigned to one of four conditions (three experimental and one control). Pre- and post-surveys were administered to examine participants’ self-efficacy beliefs for technology integration. Results showed significant treatment effects for vicarious experiences and goal setting on participants’ judgments of self-efficacy for technology integration. A significantly more powerful effect was found when vicarious learning experiences and goal setting were both present compared to when only one of the two factors was present. Therefore, from the perspective of teacher educators, the use of vicarious learning experiences and the incorporation of specific goals may help preservice teachers develop the confidence they need to become effective technology users within their own classrooms.

Contributors
Ling Wang is an assistant professor of computing technology in education at Nova Southeastern University. Her teaching focuses on educational applications of courseware, and research design and methodology. Her research interests are technology integration, online learning environment, and the use of analogy in instructional design.

Peggy A. Ertmer is an associate professor of educational technology at Purdue University. Her teaching and research focus on facilitating student-centered learning through the use of case-based instruction, technology integration, and self-regulation learning strategies.

Timothy Newby is a professor of educational technology at Purdue University. He currently teaches courses focused on learning theory, instructional design and motivation, instructional strategies, and educational technology and integration. His research involves the impact of various instructional strategies and technology on learning and motivation.

Contact
Ling Wang
Nova Southeastern University
Graduate School of Computer and Information Sciences
3301 College Avenue
Fort Lauderdale, FL 33314-7796
lingwang@nova.edu

Peggy A. Ertmer
Purdue University
School of Education
Room 3144, BRNG Hall
100 N. University Street
West Lafayette, IN 47907-2098
pertmer@purdue.edu

Timothy Newby
Purdue University
School of Education
Room 3134, BRNG Hall
100 N. University Street
West Lafayette, IN 47907-2098
newby@purdue.edu

Copyright © 2004, ISTE (International Society for Technology in Education). All rights reserved.