Examining the Role of Teachers' Efficacy in the Implementation of a Large-Scale Technology-Based Literacy Intervention

• In Event: Efficacy and Digital Learning in Schools

Abstract

Many technology-based interventions that are effective when implemented in laboratory or small studies fail to have a positive effect when carried out at scale. This may be due to poor fidelity of implementation (FOI) by teachers. Based on data collected from a large-scale technology-based literacy intervention, this study investigates the pattern of FOI as well as possible factors driving the variation of FOI among teachers, including teacher technology efficacy, literacy teaching efficacy, and teachers’ demographic background. Our analyses suggest that teacher technology efficacy positively associates with FOI while literacy teaching efficacy is not related. The results shed light on possible channels to enhance FOI and thus the effectiveness of technology-based interventions.

Authors

• Ying Xu, University of California - Irvine

• Joanna Yau, University of California - Irvine

• Mark Warschauer, University of California - Irvine

• Penelope Collins, University of California - Irvine