Personalized Professional Learning and Teacher Self-Efficacy for Integrating Technology in K–12 Classrooms

Document Type

Article

Publication Date

10-2019

Abstract

The purpose of this study was to investigate the impact of personalized professional learning in teachers’ comfort level and their self-efficacy toward information and communications technology (ICT). Four hundred and eighteen teachers completed the program of study in its entirety and 247 (59%) of them completed both pre- and post-program surveys. Results showed that the personalized professional learning improved significantly teachers’ perceived comfort level with ICT skills and their self-efficacy toward integrating ICT.

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