Professional Documents
Culture Documents
Peggy A. Ertmer
Timothy J. Newby
Purdue University
Abstract
This study was designed to explore how vicarious learning experiences and goal setting
influence preservice teachers'self-efficacy for integrating technology into the classroom. Two
hundred and eighty students, enrolled in an introductory educational technology course at
a large Midwestern university, participated. Students were divided into eighteen lab sec-
tions, which were assigned to one of four conditions (three experimental and one control).
Pre- and post-surveys were administered to examine participants' self-efficacy beliefs for
technology integration. Results showed significant treatment effectsfor vicarious experiences
and goal setting on participants' judgments of self-efficacy for technology integration. A
significantly more powerful effect was found when vicarious learning experiences and goal
setting were both present compared to when only one of the two factors was present. There-
fore, from the perspective of teacher educators, the use of vicarious learning experiences and
the incorporation of specific goals may help preservice teachers develop the confidence they
need to become effective technology users within their own classrooms. (Keywords: technol-
ogy integration, self-efficacy, vicarious learning experiences, goal setting.)
INTRODUCTION
In an effort to prepare students for the information age, public schools are in-
creasing access to technology tools by installing more hardware and software, con-
necting classrooms to the Internet, and providing cable and satellite capabilities
(Zehr, 1997, 1998). Yet, despite the increased availability and support for class-
room computer use, relatively few teachers have fully integrated computers into
their teaching (Becker, 2000; Marcinkiewicz, 1996). Teachers' uses of computers
are likely to be influenced by multiple factors, including the accessibility of hard-
ware and relevant software, the nature of the curriculum, personal capabilities, and
external constraints such as time, equipment, and technical support (Albion,
1999). However, according to Ertmer (1999), "Even if every first-order [external]
barrier were removed, teachers would not automatically use technology to achieve
the kind of meaningful outcomes advocated" (p. 51).
There is substantial evidence to suggest that teachers' beliefs in their capacity
to work effectively with technology—that is, their self-efficacy for technology in-
tegration—may be a significant factor in determining patterns of classroom
computer use (Albion, 1999; Oliver & Shapiro, 1993). For example, according
to Each us and Cassidy (1999), "Self-efficacy has repeatedly been reported as a
Participants
Participation was solicited from the 408 students enrolled in an Introduc-
tion to Educational Technology course during the spring of 2003. Among
these students, 337 agreed to participate in the study, although complete
data sets were available from only 280 participants, including 92 males and
188 females. The participants' ages ranged from 18 to 38 years {M = 19.88,
SD = 2.69). The majority of the participants were freshmen {n = 153); the
rest were sophomores (« = 72), juniors (« = 36), seniors (« = 16), and
graduate students (« = 3). Participants were majoring in elementary educa-
tion (« = 105), secondary education (« = 113) within various content areas,
pre-kindergarten to kindergarten education {n = 13), and others {n = 49).
The demographic data collected from the participants also showed that
among the 280 participants, 268 students (96%) planned to become teach-
ers after graduating. The majority (n = 221) of the participants had never
taken a computer class before. Those participants who had completed pre-
vious computer classes reported that the classes were mostly introductory
computer literacy courses. Based on a four-point Likert-style question ( 1 -
not confident, 4-very confident), participants' initial confidence levels av-
eraged 2.77 with a standard deviation of 0.82. In general, the participants
rated themselves somewhat confident to confident in their ability to use
technology to teach.
The participants' pre-course understandings of computer uses and technol-
ogy integration in teaching were illustrated by their responses to questions
about "specific strategies to develop knowledge and skills for teaching with
technology" and "important things to consider when planning technology
use." Almost every participant emphasized the role of taking a lot of computer
classes to improve their computer skills. Participants believed that abundant
practice with computers and familiarization with computer programs would
sufficiently prepare them for teaching with technology. Only about 20 partici-
pants (less than 10%) mentioned the role of cooperating with other teachers,
and even fewer (« = 4) mentioned things such as experimenting with different
software programs to see which worked best for students' learning and to inte-
grate technology into lesson plans where relevant. Based on participants' pre-
course responses, little understanding of computer uses and technology inte-
gration in teaching was apparent.
PROCEDURES
The 18 lab sections of the course were randomly assigned to the four experi-
mental conditions. During the third week of the semester, participants com-
pleted the demographic questionnaire, which included 17 questions asking for
information about age, gender, major, previous computer classes, self-judgment
of confidence for using computers in teaching, and understandings of computer
uses and technology integration in teaching. Some questions were in the format
of multiple-choice, while others were short-answer, open-ended questions. The
self-efficacy survey was also administered as a pre-course measure. Both the de-
mographic questionnaire and the pre-survey were administered online, using
the existing course management system, WebCT.
During the sixth week of the semester, the researcher (the first author) de-
scribed the study to the students and solicited participation. Students who
agreed to participate in the study signed the informed consent form and spent a
regular two-hour lab session completing the assignments for this study, under
the direction of the researcher. The participants were offered five points toward
their course grades for participating. During the experiment, the participants
worked actively, following closely the directions they received from the re-
searcher. Almost all participants spent at least one hour viewing either the
VisionQuest CD-ROM (described below) or the WebQuest Web site to which
they were assigned. During this time, they made notes or wrote responses on
the worksheets provided. After the experiment, some participants spoke with
the researcher expressing their great interest in the CD-ROM and expressed in-
terest in obtaining more information about the content of the software as well
as the process by which the software was developed. At the end of the experi-
ment, the participants completed the self-efficacy survey for technology integra-
tion as a post-measure, once again accessing the survey online through the
course WebCT.
In this study, vicarious experiences for technology integration were presented
to the students using VisionQuest, an instructional CD-ROM that features the
technology practices and beliefs of six K-12 teachers. According to Ertmer et al.
(2003), "VisionQuest is designed to provide opportunities for users to explore
models of effective technology integration" (p. 100). The various cases high-
RESULTS
Table 1 presents the mean scores and the standard deviations on the pre- and
post-surveys of the four experimental groups. As noted above, differences
among the means and standard deviations from the pre-survey scores were not
significant. For the post-survey data, the VE/GS (vicarious experiences with
goal setting) group had the highest mean score on ratings of self-efficacy for
technology integration. The NVE/NGS (no vicarious experiences with no goal
setting) control group had the lowest mean score. The control group had the
largest standard deviation, while the VE/GS group had the smallest standard
deviation.
Table 2 presents the results of the two-way ANOVA for the post-survey scores
on self-efficacy for technology integration. Significant main effects suggest that
vicarious learning experiences [F(\, 276) = 25.63,/' < .0001] and goal setting
[F{\, 276) = 16.59,/) < .0001)] significantly increased participants' self-efficacy
DISCUSSION
The results of this study indicated that preservice teachers who were exposed
to vicarious experiences that were related to successful technology integration
(with and without goal setting) experienced significantly greater increases in
judgments of self-efficacy for technology integration than those who were not
9 :
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Figure 1. Mean score differences of the four experimental groups for the post-
survey
Contributors
Ling Wang is an assistant professor of computing technology in education at
Nova Southeastern University. Her teaching focuses on educational applications
of courseware, and research design and methodology. Her research interests are
technology integration, online learning environment, and the use of analogy in
instructional design. (Address: Ling Wang, Nova Southeastern University,
Graduate School of Computer and Information Sciences, 3301 College Avenue,
Fort Lauderdale, FL 33314-7796; lingwang@nova.edu.)
Peggy A. Ertmer is an associate professor of educational technology at Purdue
University. Her teaching and research focus on facilitating student-centered
learning through the use of case-based instruction, technology integration, and
self-regulation learning strategies. (Address: Peggy A. Ertmer, Purdue University,
School of Education, Room 3144, BRNG Hall, 100 N. University Street, West
Lafayette, IN 47907-2098; pertmer@purdue.edu.)
Timothy Newby is a professor of educational technology at Purdue Univer-
sity. He currently teaches courses focused on learning theory, instructional de-
sign and motivation, instructional strategies, and educational technology and
integration. His research involves the impact of various instructional strategies
and technology on learning and motivation. (Address: Timothy Newby, Purdue
University, School of Education, Room 3134, BRNG Hall, 100 N. University
Street, West Lafayette, IN 47907-2098; newby@purdue.edu.)
Technology integration:
Using computers to support students as they construct their own knowledge
through the completion of authentic, meaningful tasks.
Examples:
Students working on research projects, obtaining information from the Internet.
Students constructing Web pages to show their projects to others.
Students using application software to create student products (such as compos-
ing music, developing PowerPoint presentations, developing HyperStudio stacks).
Using the above as a baseline, please circle one response for each of the statements
in the table: