Promoting Self-Efficacy and Agency Among Preservice Teachers' Use of Technology (Poster 8)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Division K Section 9 Initial Teacher and Teacher Educator Preparation Posters

Abstract

Some pre-service teachers have expressed self-doubt and anxiety about implementing emerging technologies. Research: An exploratory study was conducted to determine pre-service teachers' beliefs (self-efficacy and anxiety) about implementing emerging technologies in field experiences and future teaching practices. The study setting was an online workshop, and participants included 122 pre-service teachers enrolled in a capstone course. Remedy: The intervention’s design followed Bandura’s principles of self-efficacy. Repair: The results indicated a statistically significant increase in self-efficacy and a decrease in self-reported anxiety after completing a hands-on experiential learning workshop on utilizing emerging technologies. The remedy of providing hands-on experiences and engaging learners in identifying performance anxiety when implementing emerging technologies leads to self-efficacy and agency to integrate emerging technologies.

Authors

• Laurie O. Campbell, University of Central Florida

• Rasha Noureddine, University of Central Florida