Technology Integration Preparedness and its Influence on Teacher-Efficacy

Abstract

Recent inquiry has identified the establishment of positive self-efficacy beliefs as an important component in the overall process of successfully preparing new teachers for the classroom. Similarly, in-service teachers who reported high levels of efficacy for teaching confirmed feeling confident in their ability to design and implement enriching instructional experiences. This article presents findings from a quantitative, descriptive study regarding teacher-efficacy related to technology integration. Utilizing a six-point Likert-type survey with an open-ended question, the research instrument was administered to a sample of approximately 350 pre-service and in-service teachers within the Province of Nova Scotia, with a response rate of 48%. Analysis of quantitative research findings illustrated no statistically significant difference between the pre-service and in-service teachers’ perceptions regarding their preparedness to integrate technology into their teaching. However, responses to the open-ended questions revealed examples from practice where teachers from both segments of the sample experienced feelings of low self- efficacy related to technology integration.