Understanding Web-Based Professional Development in Education: The Role of Attitudes and Self-efficacy in Predicting Teachers’ Technology-Teaching Integration

Kao, Chia‐Pin; Wu, Ying Tien; Chang, Yu‐Yu; Chien, Hui Min; Mou, Tsai-Yun

doi:10.1007/s40299-019-00493-x

Cited by 17 publications

(10 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The two subscales were the "Basic selfefficacy scale" (9 items), evaluating nurses' selfefficacy of basic abilities when using the Internet (such as using web browsers or searching for online information), and the "Advanced self-efficacy scale" (6 items), estimating nurses' confidence and selfexpectations of Internet-based interactions or advanced usage of the Internet (such as having online discussions or making payments). The alpha coefficients for these two subscales were 0.95 and 0.94, respectively, and for the entire questionnaire was 0.94; 75.33% variance were explained by this survey (v) The Internet Self-Efficacy Scale-ISS [11] Most of these scales, even if they were developed in the early 2000, appeared valid and used for the ISE assessment even today [18,[33][34][35], since they are able to answer to the needs of different times and different situations.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Italian Version of the Internet Self-Efficacy Scale: Internal and External Validation

Guazzini

Serritella

Gamma

et al. 2022

Human Behavior and Emerging Technologies

View full text Add to dashboard Cite

Online activities are a fundamental part of daily life in this digital era and Internet self-efficacy (ISE) became a central construct for the psychologists of virtual environments. The Internet Self-Efficacy Scale developed by Kim and Glassman (2013) is a recent, valid, and reliable 17-item test to assess the ISE. The aim of this research, composed by two studies, was to translate and validate the Italian version of the ISS. In study 1, we evaluated the factorial validity and internal consistency of the Italian version of the ISS on 3724 individuals. In study 2, we tested the ISS external validity relying on the Bergen Social Media Addiction Scale (BSMAS) and the Internet Addiction Scale (IAS) based on the answers of 244 participants. The findings supported the reliability and validity of the translated ISS and its use for assessing ISE on the Italian population. Implications for researchers and interventions are also discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the services offered by the internet have changed and increased as streaming platforms [47] or e-service [5]. Nevertheless, for a lot of authors, the Kim and Glassman's scale [11] was found suitable for research purposes in the latest years [18,[33][34][35]48], while others adapted some items specific topics [49][50][51].…”

Section: Introductionmentioning

confidence: 99%

Italian Version of the Internet Self-Efficacy Scale: Internal and External Validation

Guazzini

Serritella

Gamma

et al. 2022

Human Behavior and Emerging Technologies

View full text Add to dashboard Cite

show abstract

“…Thus, digital self‐efficacy may refer to one's perception of their ability to handle the tasks required in online environments. It had a positive impact on teachers' attitudes toward web‐based activities or the use of ICT for teaching (Hatlevik, 2017; Kao et al, 2020). It is also likely to affect counselors' attitudes to online counseling services (e.g., Foon et al, 2020; Özyiğit & Atik, 2021).…”

Section: Digital Self‐efficacymentioning

confidence: 99%

“…They had to organize all their counseling activities online, such as doing personal interviews and seminars, joining and arrangement of school meetings, and tracking students (Maurya et al, 2020). Self‐efficacy in online activities had been associated with teachers' use of ICT at schools and attitude toward web‐based professional development (Hatlevik, 2017; Kao et al, 2020). During the pandemic, digital self‐efficacy might have a core role in school counselors' attitudes toward online counseling activities.…”

Section: Digital Self‐efficacymentioning

confidence: 99%

School counselors' attitude toward online counseling services during the pandemic: The effects of resilience and digital self‐efficacy

Akgül

Ergin

2022

Psychology in the Schools

View full text Add to dashboard Cite

School counseling activities have been delivered online during the COVID-19 pandemic. This compulsory change has been associated with difficulties in school counseling services. The resilience and digital skills of school counselors are likely to influence the quality of counseling services and their attitude toward online work. Thus, we examined the role of resilience on their attitude toward online counseling services during the pandemic. We also looked at the role of digital skills on their attitudes toward online counseling. The sample consisted of 149 school counselors. We conducted structural equation modeling, in which the direct and indirect effects of resilience and digital self-efficacy was tested. The results suggested that higher resilience was significantly associated with better attitudes toward school counseling.

show abstract

“…The second challenge is teacher self-efficacy, or a teachers' belief in their capacity to integrate technology strongly influences success or failure. Teachers with a lower self-efficacy are shown to be less successful in technology integration than teachers with a higher self-efficacy (Barten & Dexter, 2020;Kao et al, 2020;Kwon et al, 2019;Ottenbreit-Leftwich et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Is a 1:1 Environment Good Enough?

Artman

Nelson

Lai

et al. 2022

Issues and Trends in Learning Technologies

View full text Add to dashboard Cite

Technology in today’s world impacts every facet of our lives, including the job market, the skills students need for future career success, and the skills teachers need to help their students acquire. This research paper aims to understand what technology skills pre-service teachers who graduated from 1:1 technology high schools possess. This paper will address the implications of technology skill deficiencies on future teaching practices. Finally the authors will discuss teacher perceptions and misconceptions of teaching with 1:1 technology and the career ready technology skills their students need. The findings show that students’ benefits of attending 1:1 technology high schools don’t meet their potential. The findings also indicate the types of teaching practices and technology uses that the teachers preferred, and a lack of understanding of the career ready technology skills that students need. The literature on 1:1 technology has historically focused on the benefits and challenges of 1:1 technology integration in isolated grade level or subject matter studies.This research addresses this gap in the literature by focusing on students graduating from 1:1 high schools to identify their career readiness skills.

show abstract

Understanding Web-Based Professional Development in Education: The Role of Attitudes and Self-efficacy in Predicting Teachers’ Technology-Teaching Integration

Cited by 17 publications

References 24 publications

Italian Version of the Internet Self-Efficacy Scale: Internal and External Validation

Italian Version of the Internet Self-Efficacy Scale: Internal and External Validation

School counselors' attitude toward online counseling services during the pandemic: The effects of resilience and digital self‐efficacy

Is a 1:1 Environment Good Enough?

Contact Info

Product

Resources

About