Effects of Teachers' Self-Efficacy and Utility Value on the Quality of Technology Integration

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Investigating Contextual Factors and Self-Efficacy in In-Service Teacher Learning

Abstract

Despite the importance of integrating technology during teaching, little empirical research has investigated teachers’ potential boundary conditions regarding the quality of technology-enhanced teaching. By applying expectancy-value theory, we conducted a longitudinal study in which we investigated the effects of teachers’ self-efficacy and utility-value on the quality of technology-enhanced teaching over a period of six weeks. In-service teachers (N = 18) documented weekly their motivational beliefs and one lesson in which they deliberately integrated technology. We found that teachers’ utility-value, but not their self-efficacy accounted for the quality of the reported lessons. This study offers insights into the importance of teachers’ utility-value for the quality of technology-enhanced teaching, and suggests that technology should be more strongly be incorporated into teacher education.

Authors

• Iris Backfisch, University of Tübingen

• Andreas Lachner

• Kathleen Stürmer, University of Tübingen

• Katharina Scheiter, Knowledge Media Research Center