Preservice Teachers’ Self-Efficacy for Technology Integration and Levels of Planned Technology Integration

Teacher education programs have a responsibility to prepare preservice teachers for the demands of teaching, including how to integrate educational technology into lessons. The purpose of this explanatory sequential mixed methods approach study is to understand the relationship between preservice teachers’ self-efficacy for technology integration and their level of planned technology integration. Self-efficacy is the belief in one’s ability to complete a task and self-efficacy for technology integration is specific to teacher’s beliefs in their ability to integrate technology in their lessons. Participants in this study were 9 preservice teachers who were enrolled in a university-based preservice teacher education program and concurrently completing their student teaching practicum requirements. Self-efficacy for technology integration was measured with the Computer Technology Integration Survey (CTIS) . Level of planned technology integration was measured by scoring preservice teachers’ lesson plan documents using the Triple E Evaluation Rubric . A subset of six participants were interviewed about their perceptions of the aspects of their preservice teacher education program which contribute to their self-efficacy for technology integration and level of planned technology integration. Qualitative data was analyzed using multiple coding cycles. No conclusion could be drawn regarding the relationship between self-efficacy for technology integration and level of planned technology integration. Participants perceived that hands-on, mastery experiences with technologies related to the content area they teach, and additional instruction on technological pedagogical knowledge ( TPK ) in their preservice teacher education program, would help them improve their self-efficacy for technology integration and level of planned technology integration.