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首页> 外文OA文献 >DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS
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DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS

机译：数字原生保护教师：他们关于课堂环境中技术整合的自我效能感的检验

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The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants’ technology integration self-efficacy beliefs were also analyzed. This study used pre- and post-surveys, face-to-face interviews with a portion of the respondents, and a document review of course materials and lesson plans. Twenty-one preservice students, enrolled in the second to last semester of a teacher preparation program, at a small mid Atlantic university during the fall, 2011 semester participated. The quantitative portion involved the online administration of the Technology Integration Survey at the beginning and at the conclusion of the field placement experience. For the qualitative portion, nine participants were purposefully selected for interviews in an effort to more fully understand participants’ experiences and how these experiences impacted their self-efficacy beliefs about technology integration during the semester. In order to triangulate the data, results of the quantitative phase of the study were then compared with the results from the qualitative phase of the study. The findings of this mixed-method study suggested that digital native preservice teachers’ self-efficacy beliefs to integrate technology into their teaching improved slightly over the course of the semester. In addition, a strong relationship was found between participants’ Post-Test Technology Skills scores and Post-Test Self-Efficacy scores, indicating that an increase in technology skills corresponded with an increase in self-efficacy (r = .684, p = 0.001). Qualitative results pointed to mentor support, time, and access to technology during their field placement experiences as factors for integrating technology into their instruction. Additionally, results indicated that participants had access to and spent a considerable amount of time on computers every day. They were proficient with basic technologies but reported lower proficiency with more difficult technologies. Yet, results also suggested that, while this group of digital native preservice teachers has grown up in the digital age, their practice and, more importantly, their fundamental understanding of integrating technology into their instructional practices was limited.
机译：这项混合方法研究的目的是调查在现场实习期开始和结束时数字本地职前教师关于其技术经验和技能的自我效能信念。根据Prensky（2001）的定义，数字原住民是1980年以后出生的学生，他们对数字媒体产生了浓厚的兴趣，并花费大量时间与数字设备互动。还分析了可能影响这些参与者的技术集成自我效能观念变化的因素。这项研究使用了调查前和调查后，与部分受访者进行的面对面访谈以及对课程材料和课程计划的文件审查。 2011年秋季，在大西洋中部一所小型大学就读的教师预备课程的第二至最后一个学期，招收了21名学前班学生。定量部分包括在现场部署经验的开始和结束时对技术集成调查进行在线管理。在质量方面，有目的地选择了九名参与者进行访谈，以便更全面地了解参与者的经历以及这些经历如何影响他们在本学期中对技术集成的自我效能感。为了对数据进行三角测量，然后将研究的定量阶段的结果与研究的定性阶段的结果进行比较。这项混合方法研究的结果表明，在整个学期中，数字本地职前教师将技术整合到他们的教学中的自我效能感信念有所改善。此外，参与者的测验后技术技能得分与测验后自我效能得分之间存在很强的关系，表明技术技能的提高与自我效能的提高相对应（r = .684，p = 0.001 ）。定性结果表明，在现场实习期间，导师的支持，时间和对技术的获取是将技术集成到其教学中的因素。此外，结果表明，参与者每天都可以使用计算机并在计算机上花费了大量时间。他们精通基本技术，但报告称其对较难技术的熟练程度较低。然而，结果也表明，尽管这批数字本地职前教师在数字时代已经长大，但他们的实践，更重要的是，他们对将技术集成到他们的教学实践中的基本了解仍然有限。

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    Southall Sarah Parker;

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