In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0 Tools for Integration.
In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0 Tools for Integration.
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在职教师的自我效能感、专业发展和 Web 2.0 整合工具。
DOI：
10.5703/1288284314653
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
T. Franklin
中科院分区：
文献类型：
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作者：
S. Pan;T. Franklin
背景资料：自20世纪80年代初以来，K-12教育中计算机技术的实施和整合几乎一直在不断增长（Culp，Honey，Mandinach & Bailey，2003），部分原因是这种趋势已经成为学生作为竞争性全球经济参与者所需技能的代名词（Culp等人，2003年）。有人认为，将Web 2.0工具整合到K-12教育中将有助于学生获得这些技能，因为Web 2.0提供的基于Web的平台提供了一个开放、动态的环境，允许所有最终用户与教师、同龄人、朋友和世界各地的陌生人参与、互动和协作（Buffington，2008年; Jonassen、Howland、Marra & Crismond，2008年;所罗门和Schrum，2007年）。本研究旨在探讨在职教师自我效能感与Web 2.0工具整合的关系。博客、维基、播客、社交网站、图像/照片共享网站和课程管理系统）。目标：本研究确定了预测这些Web 2.0工具在课堂教学中的利用率的因素。它为未来的实施提供了对技术集成障碍的深入了解。研究方法：采用全国分层抽样框架，通过网络调查收集定量数据。多元回归分析，隔离的因素影响Web 2.0工具的集成在K-12教室。结果：共有559名在职教师回应了这项研究邀请。结果显示，公共在职教师使用Web 2.0工具的自我效能感水平较低，以及Web 2.0工具在课堂上的整合频率较低。五个预测因子中的三个包括：教师的自我效能感，专业发展和学校行政支持显着预测Web 2.0工具的使用。
Background: T he implementation and integration of computer technologies in K-12 education has seen nearly constant growth since the early 1980s (Culp, Honey, Mandinach & Bailey, 2003), in part because this trend has become synonymous with skills that students will need as participants in a competitive global economy (Culp et al., 2003). It has been argued that the integration of Web 2.0 tools into K-12 education will help students acquire such skills, as the web-based platforms offered by Web 2.0 provide an open, dynamic environment allowing all end-users to participate, interact, and collaborate with instructors, peers, friends, and unknown people worldwide (Buffington, 2008; Jonassen, Howland, Marra & Crismond, 2008; Solomon & Schrum, 2007). This paper investigated the relationship between in-service teachers’ self-efficacy and the integration of Web 2.0 tools (e.g., blogs, wikis, podcasts, social networking sites, image/photo sharing sites, & course management systems) at K-12 public schools in the United States. Goals: This study identified the factors predicting the utilization of these Web 2.0 tools in classroom instruction. It provides insight into the barriers of technology integration for future implementation. Research Method: A nationwide stratified sample frame was utilized to collect quantitative data through a web survey. A multiple regression analysis was employed to isolate the factors influencing the integration of Web 2.0 tools in K-12 classrooms. Results: A total of 559 in-service teachers responded to this research invitation. The results revealed public in-service teachers reported a low level of self-efficacy in using Web 2.0 tools, as well as a low frequency of Web 2.0 tools integration in their classrooms. Three out of five predictors included: teachers’ self-efficacy, professional development, and school administrative support significantly predict the use of Web 2.0 tools.