You are on page 1of 5

Republic of the Philippines

SORSOGON STATE UNIVERSITY


College of Teacher Education
Sorsogon City Campus

Magsaysay St. Sorsogon City

Magdaong, Jerome C.

BEED-3B

Midterm part C2

Title: Computer self efficacy and ICT integration in education. Structural


relationship and mediating effects. (International)

Author: Afari, Ernest, Esksail, Fuad Ali Ahmed, Khine, Mytint Swe, Alaam, Shaima Ali

Reference List: Author/Authors

The following rules for handling works by a single author or multiple authors apply to all
APA-style references in your reference list, regardless of the type of work ( book, article,
electronic resources, etc.)

Single Author

Arbuckle, J.L. (2020). Amos (version 27.0) [ computer program]. IBM SPSS

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory.


Journal of Social and Clinical Psychology, 4(3), 359-373.
https://doi.org/10.1521/jsep.1986.4.3.359

Bandura, A. (1997). Self-efficacy: the exercise of control. Macmillan.

Bollen, K. A. (1989) Structural equations with latent variables. Wiley.


https://doi.org/10.1002/9781118619179

Dutta, A. (2016). Effectiveness of E-learning in public schools: case of Bahrain. Journal


of Empirical Research in Accounting & Auditing, 3(2), 155-164.

Esfijani A, Zamani BE. Factors influencing teachers’ utilisation of ICT: the role of in-service
training courses and access. Research in Learning Technology. 2020;28:1–16. doi:
10.25304/rlt.v28.2313.

Fornell C, Larker DF. Evaluating structural equation models with unobservable variables and
measurement error. Journal of Marketing Research. 1981;18(1):39–50. doi:
10.1177/002224378101800104.

Gudek B. Computer self-efficacy perceptions of music teacher candidates and their attitudes
towards digital technology. European Journal of Educational Research. 2020;8(3):683–696. doi:
10.12973/eu-jer.8.3.683.

Khine MS. Teaching with technology: strategies for engaging learners. Prentice-Hall; 2006.
Khine MS. Strategic use of digital learning resources in designing e-lessons. International
Journal of Instructional Media. 2006;33(2):127–134.

Khine, M. S. (Ed.). (2015). New directions in technological pedagogical content knowledge


research: multiple perspectives. Information Age Publications.

Kline RB. Principles and practices of structural equation modeling. 4. Guilford Press; 2016.

Loar EA. Computer self-efficacy revisited. Journal of Instructional Research. 2018;7:55–59. doi:
10.9743/JIR.2018.4.

Teo T. Examining the relationship between student teachers’ self-efficacy beliefs and their
intended uses of technology for teaching: a structural equation modelling approach. The
Turkish Online Journal of Educational Technology. 2009;8(4):7–16.

Taber, K. (2017). The role of new educational technology in teaching and learning: A
Constructivist perspective on digital learning. In A. Marcus-Quinn & T. Hourigan (eds.),
Handbook on Digital Learning for K-12 Schools (pp. 397–412). Springer. 10.1007/978-3-319-
33808-8_24.

Two Authors

Abbit, J. T., & Klett, M. D. (2007). Identifying influences on attitudes and self-efficacy
beliefs towards technology integration among preservice educators. Electronics Journal
for the Integration of Technology in Education, 6, 28-42

Alharbi, S., & Drew, S. (2018, November). The role of self-efficacy in technology
acceptance. In Proceedings of the Future Technologies Conference (pp. 1142-1150).
Springer. https://doi.org/10.1007/978-3-030-02086-8_85

Baroudi, S., & Shaya, N. (2022). Exploring predictors of teachers’ self-efficacy for online
teaching in the arab world amid COVID-19. Education and Information Technologies,
27, 8093-8110. https://doi.org/10.1007/s10639-022-10946-4

Barton, E. A. & Dexter, S. (2020). Sources of teacher’s self-efficacy for technology


integration from forma, informal, and independent professional learning. Education
Technology Research and Development, 68(1), 89-108. https://doi.org/10.1007/s11423-
019-09671-6

Caner, M., & Aydin, S. (2019). Self-efficacy beliefs of pre-service teachers on


technology integration. Turkish Online Journal of Distance Education, 22(3), 79-94.

Chang, H. H., & Wang, I. C. (2008). An investigation of users communication behavior


in computer mediated environmets. Computers in Human Behavior, 24(5), 2336-2356.

Eskail, F. A. A., & Afari, E. (2020). Factors affecting trainee teachers’ intention to use
technology: a structural equation modeling approach. Education and Information
Technologies, 25, 2681-269. https://doi.org/10.1007/s10639-019-10086-2

Geer, R., & White, B. (2015). Using TPACK with pre-service teachers of science. In M. S. Khine
(ed.), New directions in Technological Pedagogical Content Knowledge Research: Multiple
perspectives (pp. 203–228). Information Age Publications.

Joo YJ, Park S, Lim E. Factors influencing preservice teachers’ intention to use technology:
TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational
Technology & Society. 2018;21(3):48–59
Li Y, Wang Q, Lei J. Modeling Chinese teachers’ attitudes toward using technology for teaching
with a SEM approach. Computer in the Schools. 2019;36(2):122–141. doi:
10.1080/07380569.2019.1600979.

Muthén, L. K., & Muthén, B. O. (1998–2019). Mplus (Version 8.3) [Computer software]. Muthén
& Muthén.

Thurm D, Barzel B. Effects of a professional development program for teaching mathematics


with technology on teachers’ beliefs, self-efficacy and practices. ZDM. 2020;52/7:1411–1422.
doi: 10.1007/s11858-020-01158-6.

Turgut, Y. E., & Aslan, A. (2021). Factors affecting ICT integration in turkish education: a
systematic review. Education and Information Technologies, 1–24. 10.1007/s10639-021-10441-
2

Woodcock S, Jones G. Examining the interrelationship between teachers’ self-efficacy and their
beliefs towards inclusive education for all. Teacher Development. 2020;24(4):583–602. doi:
10.1080/13664530.2020.1803957.

Muthén, L. K., & Muthén, B. O. (1998–2019). Mplus (Version 8.3) [Computer software]. Muthén
& Muthén.

Nunnally JC, Bernstein IH. Psychometric theory. 3. McGraw-Hill; 1994.

Raykov T, Marcoulides GA. An introduction to applied multivariate analysis. Routledge; 2008.

Schumacker RE, Lomax RG. A beginner’s guide to structural equation modelling. 4. Routledge;
2016.

Sugar W, Crawley F, Fine B. Examining teachers’ decisions to adopt new technology.


Educational Technology and Society. 2004;7(4):201–213.

Three to Seven Authors

Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among


preservice teacher’ technology-related abilities, beliefs, and intentions to use technology
in their future classrooms, Journal of Education Computing Research, 45(3), 321-338

Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics teacher’s self-efficacy of
technology integration and Technological Pedagogical Content Knowledge. Journal on
Mathematics Education, 11(2), 259-276. https://doi.org/10.22342/jme.11.2.10818.256-
276

Barclay, D., Higgins, C., & Thompson, R (1995). The partial least squares (PLS)
approach to causal modelling: personal computer adoption and uses as an illustration.
Technology Studies, 2, 285-309.

Chai, C. S., Hong, H.Y., & Teo, T. (2009). Singaporean and Taiwanese pre-service
teacher’s beliefs and their attitude towards ICT use: A comparative study. The Asia-
Pacific Education Researcher, 18(1), 117-128.

Graham MA, Stols G, Kapp R. Teacher practice and integration of ICT: why are or aren’t south
african teachers using ICTs in their classrooms. International Journal of Instruction.
2020;13(2):749–766. doi: 10.29333/iji.2020.13251a.
Finger G, Jamieson-Proctor R, Cavanagh R, Albion P, Bond T, Fitzgerald R, Romeo G, Lloyd MM.
Teaching teachers for the future (TTF) project TPACK survey: summary of the key findings.
Australian Educational Computing. 2013;27(3):13–25.

Hair JF, Black WC, Babin BJ, Anderson RE. Multivariate data analysis. 8. Cengage Learning; 2019.

Kundu A, Bej T, Dey KN. An empirical study on the correlation between teacher efficacy and ICT
infrastructure. The International Journal of Information and Learning Technology. 2020 doi:
10.1108/IJILT-04-2020-0050.

Li Y, Garza V, Keicher A, Popov V. Predicting high school teacher use of technology: pedagogical
beliefs, technological beliefs and attitudes, and teacher training. Technology Knowledge and
Learning. 2019;24(3):501–518. doi: 10.1007/s10758-018-9355-2.

Liu H, Wang L, Koehler MJ. Exploring the intention-behavior gap in the technology acceptance
model: a mixed‐methods study in the context of foreign‐language teaching in China. British
Journal of Educational Technology. 2019;50(5):2536–2556. doi: 10.1111/bjet.12824.

Menon D, Chandrasekhar M, Kosztin D, Steinhoff D. Examining preservice elementary teachers’


technology self-efficacy: impact of mobile technology-based physics curriculum. Contemporary
Issues in Technology and Teacher Education. 2017;17(3):336–359.

Mlambo, S., Rambe, P., & Schlebusch, L. (2020). Effects of Gauteng province’s educators’ ICT
self-efficacy on their pedagogical use of ICTS in classrooms. Heliyon, 6(4).
10.1016/j.heliyon.2020.e03730.

Tondeur J, van Braak J, Sang G, Voogt J, Fisser P, Ottenbreit-Leftwich A. Preparing pre-service


teachers to integrate technology in education: a synthesis of qualitative evidence. Computers &
Education. 2012;59(1):134–144. doi: 10.1016/j.compedu.2011.10.009.

Wang, W. L., Zhou, Y. Q., Chai, N. N., Li, G. H., & Liu, D. W. (2020). Mediation and moderation
analyses: exploring the complex pathways between hope and quality of life among patients
with schizophrenia. BMC Psychiatry, 20(22). 10.1186/s12888-020-2436-5

Wilson C, Woolfson M, Durkin K. School environment and mastery experience as predictors of


teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive
Education. 2020;24(2):218–234. doi: 10.1080/13603116.2018.1455901.

Teo T, Chai CS, Hung D, Lee CB. Beliefs about teaching and uses of technology among preservice
teachers. Asia Pacific Journal of Teacher Education. 2008;36(2):165–176. doi:
10.1080/13598660801971641.

More than Seven Authors

Organization as Author

Unknown Author

3. The location of this research in the Perth, Australia

4. Objectives

This research is aiming to:

 To identify the self efficacy and ICT integration in education.


 To describe the importance of self-efficacy and ICT integration in education.
 To explore the association between computer self-efficacy and pre-service
teachers intention.

You might also like