Some factors influencing pre-service teachers' self-efficacy for teaching with computers

Abstract

Although computers are widely available in schools and their use is supported by public policy, their uptake by teachers is not universal. There is evidence that, even where teachers have access and essential skills, they lack confidence in their ability to integrate computers in their teaching. Multimedia cases have been developed for the purpose of increasing teachers’ self-efficacy beliefs (confidence) for teaching with computers (SETWC). It was important to understand what factors might influence SETWC. This paper reports the results of a study which examined the effect of several variables on SETWC. The most significant influence on SETWC was levels of comfort with using computers