Utilizing a descriptive research design and a theoretical framework based on self-efficacy
theory (Bandura, 1997), this quantitative study examined self-efficacy as a factor on teachers'
technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school
teachers in Southern California. To measure teachers' self-efficacy in using and integrating
technology in the classroom, this study employed an online survey that included the Technology
Integration Confidence Scale (TICS) version 3, an instrument developed by the researcher which
is aligned to the ISTE (2017) Standards for Educators, and seven key demographic questions. Chief
among these is the frequency of technology-oriented professional development (PD) training sessions
teachers received.
This study's findings revealed that, on average, participating teachers had a fair level of
confidence (i.e., they are fairly but not highly confident) in both using and integrating technology
(M = 3.2, SD = .73). Furthermore, the research analysis confirmed that participating
teachers' self-efficacy was a crucial factor in effectively using and integrating technology in their
teaching practice based on the ISTE (2017) Standards for Educators. Accordingly, the current study
established participating teachers' level of confidence in using and applying technology through
continuous PD intervention as a key implication that influenced teachers' self-efficacy in leveraging
technology for professional practice. Limitations and applicability of future studies are also addressed.
Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program
