Exploring Teachers' Technology Integration Self-Efficacy through the 2017 ISTE Standards
© Association for Educational Communications & Technology 2021.
| Publié dans: | Conjugation of 5-azido-3-oxapentyl glycosides with thiolated proteins through the use of thiophilic derivatives. - 1998. - 66(2022), 2 vom: 17., Seite 159-171 |
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| Auteur principal: | |
| Autres auteurs: | , , |
| Format: | Article en ligne |
| Langue: | English |
| Publié: |
2022
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| Accès à la collection: | Conjugation of 5-azido-3-oxapentyl glycosides with thiolated proteins through the use of thiophilic derivatives |
| Sujets: | Journal Article ISTE standards for educators Professional development Self-efficacy Technology integration confidence scale Technology use and integration Urban K-12 teachers |
| Résumé: | © Association for Educational Communications & Technology 2021. This quantitative study examined self-efficacy as a factor in teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Accordingly, the study established participating teachers' level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers' self-efficacy in leveraging technology for professional practice |
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| Description: | Date Revised 16.07.2022 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| DOI: | 10.1007/s11528-021-00639-z |