Enhancing Teachers' Self-Efficacy in Technology Literacy Through Social Media: Objective and Theoretical Framework

• In Event: 33.023 - Epistemic and Self-Efficacy Beliefs for Personalized Learning With Technology

Abstract

This study investigated how teachers’ self-efficacy towards incorporating technology into their classrooms is influenced by vicarious experiences typical to those in social media settings. Twenty-four teacher participants were randomly assigned to a vicarious experience blog group or a control blog group. The content of both blogs was created to communicate educational research findings to practitioners and had technology-based classroom activities supplementing the research in each post. All participants took a pretest on their self-efficacy, interest, and outcome expectations of implementing technology into their classroom. Results revealed that the vicarious experience group, as compared to the control group, showed an increase in their self-efficacy toward technology implementation.

Authors

• Tara Tressel, McGill University

• Susanne P. Lajoie, McGill University

• Meredith Derian-Toth, McGill University