Effect of learning technology by design (LBD) activities on technology integration self-efficacy beliefs of pre-service english teachers

Date

2017-06-23

Author

Kayaduman, Halil
Delialioğlu, Ömer

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The aim of the present study is to investigate technology integration self-efficacy beliefs of teachers treated with Learning Technology by Design (LBD) activities. The participants of the study were 24 (2 males and 22 female) English language pre-service teachers taking the “Instructional Principles and Methods” course in the department of Foreign Language Education in a public university in Turkey. The LBD activities were aligned with the course goals and objectives and Web 2.0 tools were utilized. Technology integration self-efficacy belief survey was administered to collect data. Results indicated that there was a significant difference from pre-test to post-test scores of technology integration self-efficacy beliefs of pre-service teachers with large effect after the LBD activities conducted. The findings from qualitative data provided important explanations about technology integration self-efficacy beliefs of English language pre-service teachers.

URI

https://www.learntechlib.org/p/178393/
https://hdl.handle.net/11511/86484

Conference Name

World Conference on Educational Media & Technology 2017

Collections

Department of Computer Education and Instructional Technology, Conference / Seminar

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Citation Formats

H. Kayaduman and Ö. Delialioğlu, “ Effect of learning technology by design (LBD) activities on technology integration self-efficacy beliefs of pre-service english teachers ,” presented at the World Conference on Educational Media & Technology 2017, Washington, USA, 2017, Accessed: 00, 2021. [Online]. Available: https://www.learntechlib.org/p/178393/.