This study explored whether guided reflection using predetermined prompts can enhance preservice teachers' development of
technology integration self-efficacy (TISE) beliefs. A quantitative approach and a quasi-experimental, pre- and posttest design with two
experimental groups and a control group were used. Two types of guided reflection prompts were designed for the experimental groups:
future time reflection (FTR) prompts and near time reflection (NTR) prompts. These two different types of reflection prompts focus on
different temporal perspectives. Ninety-three participants were recruited from an undergraduate educational technology course, containing
six sections, at a large southeast public university. Intact class sections were randomly assigned to one of three conditions.
Participants in the control condition responded to prompts that did not ask for reflection, while participants in the FTR and NTR
conditions responded to prompts that directed them to reflect on their experiences and write about technology implementation from two
different temporal perspectives (i.e., future professional practices versus recent learning) in order to facilitate self-assessment and
greater awareness of their strengths and weaknesses in regard to technology integration. The results of the study revealed no significant
effect of reflection on TISE, and depth of reflection did not have a significant impact on the development of TISE. In addition, different
temporal types of guided reflection prompts did not yield different degrees of TISE. While the quantitative results did not show the
treatment effect on TISE, the analyses of open-ended questions revealed that the process of reflection can be helpful in analyzing and
synthesizing information learned in the classroom. Thus, reflection may foster TISE if one understands the concept and its value. Based on
these findings, several possible reasons why the results did not match the expectations and suggestions for future research are offered.
This study attempts an initial exploration of a potential relationship between use of reflection and TISE as well as the application of
future-time reflection, both of which are issues that received only limited attention in empirical studies. It is the researcher's hope
that this work will encourage a greater research effort toward these complex issues. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / December 3, 2015. / Future time reflection, Guided reflection prompts, Reflection, Self-efficacy, Teacher education, Technology
integration self-efficacy / Includes bibliographical references. / Vanessa P. Dennen, Professor Directing Dissertation; Stacey Rutledge, University Representative;
Fengfeng Ke, Committee Member; James D. Klein, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360377 |
| Contributors | Hsieh, Bi-Jen (authoraut), Dennen, Vanessa P. (professor directing dissertation), Rutledge, Stacy A. (university representative), Ke, Fengfeng (committee member), Klein, James D. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (165 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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