Cohort study demonstrates improved computer skills and self-efficacy in elementary students transitioned to confident teachers, highlighting the need for instructional support.
In this study of 387 students aged 6-9, we examined the effects of a change in teacher efficacy when students moved to a new grade. The effects of 4 dimensions of computer teacher efficacy on 3 types of student benefits (improved basic and advanced computer skills and increased computer self-efficacy) were investigated. Students in an upward trajectory (i.e., those who moved from a teacher with low computer confidence to a teacher with high confidence) benefited more from an infusion of technology than students in a downward trajectory (i.e., those who moved from a high- to a low-confidence teacher). Teacher efficacy variables explained 7%-9% of the student outcome variance. The effect of teacher efficacy on student outcomes was stronger when district in-service training was differentiated for individuals, distributed throughout the implementation period, established in-school networks, and was complemented by support focused on instructional rather than hardware issues.
No takes yet. Share an insight, caveat, or question.
Ross et al. (2001) studied this question.
Synapse has enriched 3 closely related papers on similar clinical questions. Consider them for comparative context: