Last modified: 2021-09-17
Abstract
As a basic element in the 21st-century curriculum, educators need to engage students in the Information and Communication Technology (ICT) competency. It then requires pre-service teachers to be prepared to incorporating educational technology in the classroom setting effectively. Self-efficacy is determined as a critical role for the teachers to conduct a classroom technology integration. Keeping this fact into consideration, this mixed-method study sought to investigate pre-service EFL teachers’ (N=70) self-efficacy beliefs towards educational technology integration in the Indonesian context. The findings revealed that they had a moderately high level of self-efficacy with a total mean score of 4.6 overall. Additionally, the qualitative data indicated that during their teaching practices with Partnership schools, they could have a positive technology self-efficacy since they wanted to maintain an effective and interesting learning environment for their students. Further, they reported that the factors that influenced their considerations on technology use were their own self-beliefs/perspectives on technology, technical access, perceived ease of use of the technology, and supports.
Affiliation: Universitas Tidar, Magelang, Central Java
Email: kenti.sugiyati48@gmail.com and indriani@untidar.ac.id
Keywords
References
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