Title: Hawai’i K-12 Public School Teachers’ Level of Computer Self-Efficacy and Their Acceptance of and Integration of Technology in the Classroom
Stream: Educational Research
Presentation Type: Oral Presentation
Authors:
Devin Oshiro, Pearl Harbor Elementary, United States
Abstract:
This study sought to determine the relationship between K-12 Public School teachers’ level of Computer Self-Efficacy (CSE) and their acceptance of and willingness to integrate technology in the classroom. CSE is defined as “an individual’s perception of efficacy in performing specific computer related tasks” (Karsten, 2012). CSE is indicative to the educational field due to its significant influence on an individual’s ability to create lessons using technology. However, many teachers experience levels of computer anxiety when faced with opportunities to use technology and these negative attitudes impact a teacher’s willingness to integrate technology into their classrooms. The reality is that students living in today’s society lead high-tech lives outside of school and low-tech lives inside school. This new “digital divide” increasingly prevents students to be college/career ready. The challenge for our educational system is to use current technology and create relevant learning opportunities which mimic the technology that has become a ubiquitous way of life. Participants were emailed survey questions about CSE, Technology Acceptance and Technology Integration. Results indicated statistically significant findings related to the four research questions explored in this study. Overall, K-12 teachers CSE, technology acceptance and willingness to integrate technology was found to be statistically significant. Results of the study provide a baseline for administrators, but also require further studies that will add to the current body of knowledge concerning CSE and its relationship with technology acceptance and willingness to integrate technology in the classroom.
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