Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers.
Wednesday, June 21 4:45 PM-5:15 PM
The aim of the present study is to investigate technology integration self-efficacy beliefs of teachers treated with Learning Technology by Design (LBD) activities. The participants of the study were 24 (2 males and 22 female) English language pre-service teachers taking the “Instructional Principles and Methods” course in the department of Foreign Language Education in a public university in Turkey. The LBD activities were aligned with the course goals and objectives and Web 2.0 tools were utilized. Technology integration self-efficacy belief survey was administered to collect data. Results indicated that there was a significant difference from pre-test to post-test scores of technology integration self-efficacy beliefs of pre-service teachers with large effect after the LBD activities conducted. The findings from qualitative data provided important explanations about technology integration self-efficacy beliefs of English language pre-service teachers.
- Full Paper: Conceptual & Empirical Study
- Improving Classroom Teaching Teaching/Learning Strategies SIG: Emerging Technologies for Learning and Teaching