The Impact of the Role of an Instructional Technology Facilitator on Teacher Efficacy in Classroom Technology Integration in Two Rural Public Schools in Northwestern North Carolina

摘要

The purpose of this study was to contribute to a limited body of research on the impact of the role of the school-level instructional technology facilitator on teacher technology efficacy. This mixed-methods study involved the administration of a survey instrument designed to measure teacher technology efficacy, the Computer Technology Integration (CTI) survey developed by Wang, Ertmer, and Newby (2004) as well as an ITF survey measuring the direct impact of the role of the school-level instructional technology facilitator on those efficacy levels. Interviews were conducted by proxy interviewers to further clarify the ways that the instructional technology facilitator impacted teacher technology efficacy at two schools in rural, northwestern North Carolina. The Review of the Literature for this study explored theoretical frameworks in self-efficacy and technology integration. Four constructs were examined during the treatment period of this case study: Skills, Strategies, Standards, and Other Abilities. Those constructs were used to code qualitative interview data for further evidence regarding the role of the instructional technology facilitator’s impact on teacher technology efficacy at the study sites.