The Role of Mental Models in Transfer of Technology Training for Preservice Teachers – A Matter of Self-Efficacy
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Combs, L. & Evans, M. (2006). The Role of Mental Models in Transfer of Technology Training for Preservice Teachers – A Matter of Self-Efficacy. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2810-2814). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22505.
Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Technology integration is one of the most rapidly increasing areas of education. As schools introduce more equipment, teachers are being directed to design suitable instruction. Many teachers, however, are failing to use the equipment and implement the tools for instruction. Ultimately, to eliminate fears and hesitations, teachers must first understand the set up and operation of equipment. Training designed specifically for this purpose may aid in more rapid integration of newer technologies within the school setting. A mental models approach allows the instructor to present training in a way that facilitates retention of information and creation of meaning. This instills greater comfort with use and an increase in self-efficacy for future application. By providing this training to preservice teachers a solid base of skills to use technology is more likely to be transferred to inservice colleagues.
- The Validation of an Instrument Measuring TPACK
- A New Image: Online Communities to Facilitate Teacher Professional Development
- Interactive Multimedia and Problem Based Learning: Experiencing Project Failure
- How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?
- Evolution of online teacher professional development in a social networking site: What’s been working and what’s not
- An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom
- Cognitive Issues for Learning and Performance from Multimedia Interfaces: Implications for Design
- Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
- A Reference Model for Online Learning Communities
- Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
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