Abstract
Advances in technology have prompted its application to broaden significantly, penetrating both private and public settings. Research has indicated that technology’s integration has been more rapid and consistent within personal domains (e.g., cell phones, personal computers) and less so within professional settings (e.g., workplace) [Niederhauser & Perkmen, Computers in Human Behavior, 26(3), 436–442, 2010; Scherer, Siddiq, & Teo, Computers & Education, 88, 202–214, 2015]. This finding is particularly evident when examining the role of technology within the system of education. Integration of instructional technology has faced a number obstacles [Celik & Yesilyurt, Computers & Education, 60(1), 148–158, 2013; Park & Koh, Computers in Human Behavior, 69, 142–150, 2017]. Studies have demonstrated that barriers to the integration of instructional technology exist within and outside of teachers [Burden & Hopkins, International Journal of Mobile and Blended Learning, 8(2), 1–20, 2016; Ertmer & Ottenbreit-Leftwich, Computers & Education, 64, 175–182, 2013]. This chapter provides foundational research exploring these challenges. Additionally, this piece presents an overview of internal and external barriers across multiple domains of self-efficacy that are often experienced by teachers, and offers recommendations to help facilitate greater integration of instructional technology within education.
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DiGregorio, N., Liston, D.D. (2018). Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technology. In: Hodges, C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-99858-9_7
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