Article
Vicarious Learning Experiences and Goal Setting: Impact on Preservice Teachers' Self-Efficacy for Technology Integration
Association for the Advancement of Computing in Education
Document Type
Article
Publication Date
1-1-2003
Abstract
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.
Disciplines
Citation Information
Ling Wang. "Vicarious Learning Experiences and Goal Setting: Impact on Preservice Teachers' Self-Efficacy for Technology Integration" Association for the Advancement of Computing in Education (2003) p. 1817 - 1820 ISSN: 978-1-880094-50-1 Available at: http://works.bepress.com/ling-wang/40/