The current study explores the effect of ICT training in Activeinspire program in four inclusive schools on the perceived Teacher’s self-efficacy, ICT usefulness and attitudes, and on the students’ science education performance results. To collect data on self-evaluation, this study used qualitative and quantitative methods which helped eleven science teachers to rate their self-efficacy, knowledge, and attitudes. Consequently, measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) took place in 2014- 2015 academic year. Also, special needs students’ performance results were collected pre-and post ICT training. This study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Findings of this study revealed that teachers’ self-efficacy in the level of technology, technology use, and attitudes all have significant effects on the grades and interaction of students with special needs. The results indicated that participants of group one, who were trained, were able to better define and apply technology in the science classroom than group two which was not trained . The findings suggest that knowledge and beliefs can influence teachers’ intent to use technology in the classroom, especially as evidenced by the integration of ICT in their lesson plans. Moreover, results indicate a significant positive Pearson correlation r=.6 between teachers’ self-efficacy, knowledge, attitudes, and special education students’ science results. Recommendations, implications and future research were discussed. Keywords: Activeinspire training; Perceived self -efficacy; Computer technology integration, Academic performance, Inclusion.
Constructivism and Future Self-Efficacy: Student Teachers’ Confidence in Applying Learning Theories to Computer Technology
