How is Teacher Self-Efficacy and Attitude Toward Technology Affected by Extended Intrusive Training?
Term of Award
Fall 2013
Degree Name
ED.S in Instructional Technology
Document Type and Release Option
Education Specialist Paper (open access)
Department
Leadership, Technology, and Human Development
Education Specialist Chair
Randy Carlson
Education Specialist Chair Email
rcarlson@georgiasouthern.edu
Abstract
The purpose of this study was to examine the effect that intrusive training has on teacher attitude and self-efficacy toward technology. Intrusive training was defined as making proactive steps on the part of the Instructional Technology Specialist to introduce teachers to new ideas, information and instruction through emails, social media, small groups and individual training sessions. A four and a half week intrusive training process was implemented with the treatment group and the results were compared to a control group. No statistical difference was found in the attitude and self-efficacy of the treatment group compared to the control group. Several limitations were mentioned as possible reasons why no effect was shown. Further studies with longer treatment times are recommended.
Recommended Citation
Miles, Gregg, "How is Teacher Self-Efficacy and Attitude Toward Technology Affected by Extended Intrusive Training?" (2013). Instructional Technology Education Specialist Research Papers. 8.
https://digitalcommons.georgiasouthern.edu/edu-papers/8
