Navigating Future Preschool Classrooms: Exploring Self-efficacy and Outcomes Expectations for Technology-Integrated Education

• In Event: Empowering Educators for Equitable & Integrated Computer Science Learning: Innovations in PD

Abstract

Previous studies show that teachers are having difficulties successfully integrating technology into their teaching due to several factors. At the preschool level, it mostly focused on two issues:(1) confidence in using technology and (2) negative perception on the impact of digital use for young learners. This study investigated whether teachers’ self-efficacy and outcome expectations contribute on how ICT competence beliefs would predict their technological pedagogical content knowledge (TPACK). 194 kindergarten teachers in Mainland China participated in this study. Results showed that only outcomes expectations significantly mediated the relationship between ICT competence belief and TPACK. While technological knowledge and skills are important, making teachers appreciate the beneficial impact of digital tools to learning is also vital for a successful technology-integrated education.

Authors

• Jana Patricia Millonado Valdez, Education University of Hong Kong

• Jet Uy Buenconsejo, The Education University of Hong Kong

• Weipeng Yang, The Education University of Hong Kong

• Xunyi Lin, Fujian Normal University

• Anika Saxena, The Education University of Hong Kong

• Jesus Alfonso Daep Datu, The University of Hong Kong