Ph.D. (Doctor of Philosophy)
Department of Educational Technology, Research and Assessment (ETRA)
Technology mediated constructivist practices may be effective, but there are challenges for implementing them, and one challenge is the teachers themselves and their self-efficacy. Teachers of different backgrounds may differ on self-efficacy in technology mediated constructivist practices, and those possible differences can warrant different training approaches. For this study, 212 K-5 teachers from small to medium sized rural and suburban school districts in the Midwestern US, as well as teachers from a variety of other geographic areas, completed an online survey. The dependent variable self-efficacy in Technological Pedagogical and Content Knowledge (SE-C-TPACK) was regressed on the independent variables. The independent variables were self-efficacy in constructivist content knowledge (SE-C-CK), self-efficacy in constructivist pedagogical knowledge (SE-C-PK), and self-efficacy in constructivist technology knowledge (SE-C-TK), personal characteristics of age and sex, and professional characteristics of level of education, content focus, and years of service. While many of the relationships were not statistically significant, this study replicated a prior finding about the relationship between years of service and SE-C-TPACK with teachers in their first five years of service having a slightly higher level of SE-C-TPACK. In addition, this study replicated findings from other TPACK studies showing relationships between both Technology Knowledge and Pedagogical Knowledge and TPACK.
Barton, Patricia, "Elementary School Teacher Characteristics associated with Self-Efficacy for Using Technology to Implement Constructivist Content Instruction: An Explanatory Correlational Study" (2020). Graduate Research Theses & Dissertations. 6845.
Northern Illinois University
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