Family and consumer sciences student teachers’ level of self-efficacy for technology integration

Date

2012-12

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

The purpose of this study was to investigate across the nation the level of self-efficacy Family and Consumer Sciences (FCS) student teachers report as related to their integration of technology and completion of technology tasks that are aligned with the National Educational Standards for Teachers (NETS-T). FCS teachers’ level of self-efficacy for the integration of technology was examined during the 2012 spring semester utilizing an online survey. From the 2009-2010 National Directory of Family and Consumer Sciences Teacher Education, 104 universities were verified as having FCS teacher certification programs; seventy FCS student teachers across the nation responded to the request to participate in the online survey. Chi-square statistical analysis was used to cross-tabulate demographic/background and technology variables as contributors to the level of self-efficacy of FCS student teachers. FCS student teachers reported some to no anxiety related to technology integration. Similar findings in completing a technological task aligned with the NETS-T resulted in the sample being quite to completely confident in accomplishing tasks. Chi-square analysis revealed no specific trends or explicit indication of demographic/background and technology variables as contributors to the level of self-efficacy of FCS student teachers. Overall, FCS student teachers reported low levels of anxiety and high levels of confidence in accomplishing many of the tasks for the integration of technology with no clearly identified factors contributing to the level of self-efficacy for the integration of technology.

Description

Keywords

Family and consumer sciences (FCS), Self-efficacy, Student teacher, Technology integration

Citation