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Virginia K-8 Teachers' Self-Efficacy for Integrating Computer Science and Technology.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Virginia K-8 Teachers' Self-Efficacy for Integrating Computer Science and Technology./
Author:	Goltermann, Theresa A.
Description:	1 online resource (139 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798380849173

Virginia K-8 Teachers' Self-Efficacy for Integrating Computer Science and Technology.
Goltermann, Theresa A.

Virginia K-8 Teachers' Self-Efficacy for Integrating Computer Science and Technology. - 1 online resource (139 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Regent University, 2023.

Includes bibliographical references

This study explored correlations between Virginia K-8 teachers' confidence in computer science (CS) teaching and their confidence in technology teaching using a quantitative, nonexperimental, explanatory research design. Two constructs of the Teacher Efficacy and Attitudes Toward STEM Survey (Friday Institute for Educational Innovation, 2012b) were used to measure participants' self-efficacy beliefs related to teaching technology and CS. Analysis of data revealed that participating Virginia K-8 educators' self-efficacy to teach CS correlated with their self-efficacy for technology teaching. Overall self-efficacy scores were slightly higher for technology teaching than for CS, reflecting Virginia's established technology integration initiatives. When differentiated by subject, however, teachers of multiple subjects whose course load included a stand-alone CS or technology elective class held significantly higher self-efficacy for CS teaching than for technology teaching, indicating that teachers driven by necessity can confidently integrate CS concepts even if they are not highly confident in technology teaching. K-8 non-STEM teachers reported the lowest interest and confidence for CS teaching. Further, results showed that technology professional development, CS integration practices, and background knowledge were mediating positive influences on self-efficacy. The results of this study support existing research related to teacher efficacy beliefs and add new knowledge to the field. Examining differences in CS self-efficacy among teachers by content area presents a new understanding of where CS is being integrated. Findings from this study may have important implications for school and district-level leaders implementing integrated CS education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380849173Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

Computer scienceIndex Terms--Genre/Form:

554714
Electronic books.

Virginia K-8 Teachers' Self-Efficacy for Integrating Computer Science and Technology.
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