Vicarious Learning Experiences and Goal Setting: Impact on Preservice Teachers' Self-Efficacy for Technology Integration

Citation data:

Association for the Advancement of Computing in Education, Page: 1817-1820

Publication Year:
2003
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Repository URL:
https://nsuworks.nova.edu/gscis_facarticles/351
Author(s):
Wang, Ling
Publisher(s):
NSUWorks
Tags:
Computer Engineering
article description
This study examined how vicarious learning experiences and goal setting influenced preservice teachers' self-efficacy for integrating technology into the classroom. Twenty students from the Teacher Education program at a Mid-western university participated and were assigned into four experimental conditions. Results showed significant treatment effects of vicarious experiences and goal setting on the participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes.