Titlebook: Self-Efficacy in Instructional Technology Contexts; Charles B. Hodges Book 2018 Springer Nature Switzerland AG 2018 Self-Efficacy.Motivati

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Guided Reflective Journaling with Case-Based Instruction in a Dysphagia Course: Learner Self-Efficacuage pathology?(SLP) students’ self-efficacy for diagnosing and treating dysphagia patients. The students’ reactions to case-based instruction also were examined. Twenty-seven, first-year SLP graduate students completed this qualitative study. Students reacted positively to the use of case studies i

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Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technologyat 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, ., .(3), 436–442, 2010; Scherer, Siddiq, & Teo, ., 202–214, 2015]. This finding is partic

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Examining Elementary Education Teachers and Preservice Teachers’ Self-Efficacy Related to Technologiives (Bandura, .. New York: Freeman, 1997). Self-efficacy represents a powerful influence on the behaviors of teachers due to its impact on instructional choice, effort, and persistence. Purposeful technology integration in teaching is an example of how choice, effort, and persistence converge as te

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The Interplays Between Teachers’ Self-Efficacy and Problem-Solving Competence in Technology-Mediatedal development (PD) environment. Six elementary teachers participated in problem-solving activities (i.e., collaboratively and independently) related to technology integration. Using videos to present authentic problems often encountered by teachers in their classrooms, the PD focused on technology-

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Self-directed Professional Learning and Educator Self-Efficacy: The Case of Voxernt of social media, and it is not yet fully understood how these new media impact self-efficacy beliefs. In the particular case of educator self-efficacy, the potential role social media could play in its development has yet to be examined. In this chapter, we consider how social media might affect

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Self-Efficacy to Teach Coding in K-12 Education process, and in order for it to be successful, they should have strong sense of efficacy. Hence, the primary purpose of this chapter was to examine the self-efficacy skills that teachers should possess for effective coding education. In addition, teachers’ opinions about the benefits and potential

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Learner Self-Efficacy in K-12 Online Environmentsally issues related to self-efficacy based on the demographic characteristics of the learners. We do this with the understanding that self-efficacy beliefs are context specific [Hodges, ., .(3–4), 7–25, 2008]. From there, we review the literature on the learners’ level of preparation and how self-ef

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Secondary School Students’ Computer Self-Efficacy and Their Perception on Computer-Related Tasks in donesia. Although information and communication technologies (ICT) have been widely used in secondary schools and in higher education institutions in Indonesia, there is still limited information regarding students’ computer self-efficacy. In Indonesia, ICT is not only used to support student’s lear

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Self-Efficacy Beliefs Influencing Year 9 Students’ Actions in a Bilingual Learning Management System environment design and their application in bilingual educational settings in Australian high schools. The overall information found is pedagogy driven, focused on best practice and relating to efficient language acquisition. This qualitative study is attempting to fill this gap by contributing val