What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand
Loading...
Date
2014
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
As
digital
technologies
develop
and
change
so
do
the
way
these
tools
are
integrated
into
classrooms.
In
particular
as
mobile
digital
technologies
develop
further,
there
is
a
need
to
investigate
how
teachers
engage
with
these
both
personally
and
in
the
classroom.
Research
has
consistently
indicated
that
a
key
element
regarding
the
use
and
integration
of
digital
technologies
in
the
classroom
are
teachers’
underlying
beliefs
and
attitudes,
including
self-‐efficacy
theory.
In
this
study,
changes
in
and
factors
influencing
mobile
digital
technology
self-‐
efficacy
are
examined
using
a
mixed
methods
research
design.
The
study
focused
on
the
perspective
of
teachers
in
their
first
year
of
implementing
a
one-‐to-‐one
iPad
mini
device
programme
within
the
context
of
an
international
school
in
Germany.
Over
the
course
of
the
implementation,
all
teachers
reported
some
increase
in
the
use
of
the
iPad
mini
in
the
classroom,
regardless
of
their
own
personal
self-‐efficacy
concerning
the
device.
Findings
included
self-‐efficacy
influences
such
as
enactive
experiences,
modeling
and
coaching,
with
enactive
experience
being
a
foremost
contributor
to
the
development
of
teacher
mobile
technology
self-‐efficacy.
A
sense
of
classroom
collective
efficacy
was
also
a
key
finding.
This
sense
of
collective
efficacy
demonstrates
a
shared
confidence
between
teacher
and
students
in
the
classroom
context
regarding
the
use
of
the
iPad
mini
devices.
Device
affordances
in
student
organisation,
differentiation
(by
difficulty
and
interest),
and
the
encouragement
of
student
agency
were
also
evident
as
additional
findings
in
the
data,
and
contributed
to
the
teachers’
perceived
value
of
the
iPad
mini
device.
Description
Keywords
Mobile technology in education, Teachers' self-efficacy, Self-efficacy, Secondary education