Author Wall, Anne Sauder
Title An evaluation of the computer self-efficacy of preservice teachers
book jacket
Descript 129 p
Note Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2956
Director: Dean Roberts
Thesis (Ed.D.)--Tennessee State University, 2004
Preservice teachers with lower computer self-efficacy are more likely to have problems with technology integration when they exit their teacher education programs and teach in their own classrooms. This study identified differences in the computer self-efficacy between subgroups of preservice teachers at Austin Peay State University and Tennessee State University
The Computer Self-Efficacy Scale, a 30 question survey, was given to 121 preservice teachers during the spring semester of 2004. Descriptive data were analyzed, and parametric and non-parametric tests were performed to determine if statistically significant differences existed in the computer self-efficacy of preservice teachers based on demographic information. Participants were grouped by age category, gender, ethnicity, area of licensure, credit hours of technology courses, access to technology, and school attended
Results of the study indicated the majority of the preservice teachers in this study had a high to very high level of computer self-efficacy. Ethnicity was found to have a statistically significant effect on computer self-efficacy of preservice teachers. The African American preservice teachers in this study had a significantly higher level of computer self-efficacy than the Caucasian preservice teachers. Additionally, the teacher education university the preservice teachers attended was found to have a statistically significant effect on their computer self-efficacy when the Tennessee State University group was divided into two groups: those preservice teachers who attended their teacher education program on the main campus and those who attended on the Volunteer State Community College campus. The preservice teachers who attended the teacher education program at the main campus of Tennessee State University had significantly higher levels of computer self-efficacy than those who attended the teacher education program at the Volunteer State Community College campus of Tennessee State University
School code: 0840
DDC
Host Item Dissertation Abstracts International 65-08A
Subject Education, Teacher Training
Education, Technology
Education, Curriculum and Instruction
0530
0710
0727
Alt Author Tennessee State University