Experiences in Digital Video Composition as Sources of Self-Efficacy Toward Technology Use

Abstract

As teachers’ self-efficacy has been shown to be a crucial factor in technology integration, there is a need to understand the mechanisms that may raise teachers’ self-efficacy toward technology integration. This article seeks to understand what sources of self-efficacy hands-on experiences with technology may provide to pre-service teachers. The participants were 37 students who were taking a course on digital literacies, where they composed a digital video in small groups. The data consists of students’ individually written post-course self-evaluation reports. In the analysis of the reports, the authors identified text fragments that indicated either 1) sources of self-efficacy related to technology use, 2) students’ willingness to use technology in their teaching, or 3) perceived value of technology use. Almost half of the students indicated some source of self-efficacy in their reports mastery experiences being the most frequent source of self-efficacy. The results suggest that digital video composition may be a good way to enhance students’ self-efficacy related to technology use.