Prioritizing Strategies to Enhance Teachers' Technological Self-Efficacy: A Nominal Group Technique approach

Sutha Subramaniam; Aziah Ismail; Nur Suhaila Ahmad

doi:10.21834/e-bpj.v10iSI24.6395

Authors

Sutha Subramaniam School of Educational Studies, Univeristy Science of Malaysia, Penang, Malaysia
Aziah Ismail School of Educational Studies, Univeristy Science of Malaysia, Penang, Malaysia
Nur Suhaila Ahmad School of Educational Studies, Univeristy Science of Malaysia, Penang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI24.6395

Keywords:

Nominal Group Technique, echer’s Technology Integration Self-Efficacy, mastery experiences, vicarious experiences

Abstract

This study explores the enhancement of teachers' technology integration self-efficacy (TTISE) through the Nominal Group Technique (NGT), which involved seven educational experts. Recognizing the pivotal role of self-efficacy in effective educational technology integration, the study aims to develop strategies for improving self-efficacy among teachers. Findings indicate that mastery and vicarious experiences are critical in fostering self-efficacy. Conclusively, strategies such as incremental challenges and peer observation have proven effective in sustaining technology integration. Thus, further research should investigate the impact of social persuasion and emotional states on TTISE and address barriers to the full utilization of mastery and vicarious experiences.

References

Ahadi, A., Bower, M., Lai, J., Singh, A., & Garrett, M. (2021). Evaluation of teacher professional learning workshops on the use of technology - a systematic review. Professional Development in Education, 50, 221–237. https://doi.org/10.1080/19415257.2021.2011773 DOI: https://doi.org/10.1080/19415257.2021.2011773

Aydın, M. (2021). Does the digital divide matter? Factors and conditions that promote ICT literacy. Telematics Informatics, 58, 101536. https://doi.org/10.1016/j.tele.2020.101536 DOI: https://doi.org/10.1016/j.tele.2020.101536

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. DOI: https://doi.org/10.1037//0033-295X.84.2.191

Barton, E., & Dexter, S. (2020). Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning. Educational Technology Research and Development, 68, 89–108. https://doi.org/10.1007/S11423-019-09671-6 DOI: https://doi.org/10.1007/s11423-019-09671-6

Cattaneo, A., De Jong, F., Ramos, J., Laitinen-Väänänen, S., Pedaste, M., Leijen, Ä., Evi‐Colombo, A., Monginho, R., Bent, M., Velasquez-Godinez, E., & Van Steenbergen, R. (2022). Video-based collaborative learning: a pedagogical model and instructional design tool emerging from an international multiple case study. European Journal of Teacher Education, 47, 466–490. https://doi.org/10.1080/02619768.2022.2086859 DOI: https://doi.org/10.1080/02619768.2022.2086859

Cooper, S., Cant, R., Luders, E., Waters, D., Henderson, A., Hood, K., Reid-Searl, K., Ryan, C., Tower, M., & Willetts, G. (2020). The Nominal Group Technique: Generating Consensus in Nursing Research. The Journal of Nursing Education, 59 2, 65–67. https://doi.org/10.3928/01484834-20200122-02 DOI: https://doi.org/10.3928/01484834-20200122-02

Debecq, A. L., Van De Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning. Glenview, Illinois: Scott, Foresman and Company.

Dexter, S. (2011). School technology leadership: Artifacts in systems of practice. Journal of School Leadership, 21(2), 166–189. DOI: https://doi.org/10.1177/105268461102100202

Dobbie, A., Rhodes, M., Tysinger, J. W., & Freeman, J. (2004). Using a modified nominal group technique as a curriculum evaluation tool. FAMILY MEDICINE-KANSAS CITY-, 36, 402–406.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. DOI: https://doi.org/10.1080/15391523.2010.10782551

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. DOI: https://doi.org/10.1016/j.compedu.2012.02.001

Fox, W. M. (1989). The improved nominal group technique (INGT). Journal of Management Development, 8(1), 20–27. DOI: https://doi.org/10.1108/EUM0000000001331

Gcabashe, N. B., & Ndlovu, N. S. (2022). Exploring Business Studies Teachers’ Technology Self-Efficacy on their Technology Integration to Create Learner-Centred Teaching Environment. International Journal of Learning, Teaching and Educational Research, 21(12), 238–258. https://doi.org/10.26803/ijlter.21.12.13 DOI: https://doi.org/10.26803/ijlter.21.12.13

Ghazali, M., Makrakis, V., Kostoulas-Makrakis, N., Yakob, N., Rashid, R., Othman, W., & Fitriyanto, N. (2024). Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy. Sustainability. https://doi.org/10.3390/su16135323 DOI: https://doi.org/10.3390/su16135323

Gomez, F. C., Trespalacios, J., Hsu, Y. C., & Yang, D. (2022). Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards. TechTrends, 66(2), 159–171. https://doi.org/10.1007/S11528-021-00639-Z DOI: https://doi.org/10.1007/s11528-021-00639-z

Harb, S., Tao, L., Peláez, S., Boruff, J., Rice, D., & Shrier, I. (2021). Methodological options of the nominal group technique for survey item elicitation in health research: A scoping review. Journal of Clinical Epidemiology. https://doi.org/10.1016/j.jclinepi.2021.08.008 DOI: https://doi.org/10.1016/j.jclinepi.2021.08.008

Heap, T., Thompson, R., & Fein, A. (2020). Designing teacher professional development programs to support a rapid shift to digital. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09863-5 DOI: https://doi.org/10.1007/s11423-020-09863-5

Hickson, R. S. (2016). The relationship between self-efficacy and teachers’ ability to integrate technology. Liberty University.

Howard, S. K., & Gigliotti, A. (2016). Having a go: Looking at teachers’ experience of risk-taking in technology integration. Education and Information Technologies, 21, 1351–1366. DOI: https://doi.org/10.1007/s10639-015-9386-4

Karim, M. R., Masud, N. A., Subarna, M. T. N., Billah, M., & Wienaah, P. (2021). Self-efficacy: A Key Components of Teacher Effectiveness. Asian Journal of Education and Social Studies. https://doi.org/10.9734/ajess/2021/v25i130590 DOI: https://doi.org/10.9734/ajess/2021/v25i130590

Kıylık, D., & Kılıç, E. (2023). An Examination of Classroom Teachers Candidates’ Technological Pedagogical Content Knowledge (TPACK) Levels According to Various Variables. International Journal of Research Publication and Reviews, 4(10). DOI: https://doi.org/10.55248/gengpi.4.1023.102622

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121. DOI: https://doi.org/10.1037//0022-3514.77.6.1121

Kundu, A., Bej, T., & Dey, K. N. (2020). An empirical study on the correlation between teacher efficacy and ICT infrastructure. The International Journal of Information and Learning Technology. https://doi.org/10.1108/IJILT-04-2020-0050 DOI: https://doi.org/10.1108/IJILT-04-2020-0050

Lai, C., Wang, Q., & Huang, X. (2022). The evolution of the association between teacher technology integration and its influencing factors over time. Journal of Research on Technology in Education, 55, 727–747. https://doi.org/10.1080/15391523.2022.2030266 DOI: https://doi.org/10.1080/15391523.2022.2030266

Lomax, P., & McLeman, P. (1984). The uses and abuses of nominal group technique in polytechnic course evaluation. Studies in Higher Education, 9(2), 183–190. DOI: https://doi.org/10.1080/03075078412331378834

Mahmood, S., Mohamed, O., Mustafa, S. M. S., & Mohd Noor, Z. (2021). The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers. Journal of Language and Linguistic Studies, 17(4), 2111–2122. DOI: https://doi.org/10.52462/jlls.152

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. DOI: https://doi.org/10.1177/016146810610800610

Mustapha, R., Ibrahim, N., Mahmud, M., Jaafar, A. B., Ahmad, W. A. W., & Mohamad, N. H. (2022). Brainstorming the students mental health after covid-19 outbreak and how to curb from islamic perspectives: Nominal group technique analysis approach. International Journal of Academic Research in Business and Social Sciences, 12(2), 90–99. DOI: https://doi.org/10.6007/IJARBSS/v12-i2/12367

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335. DOI: https://doi.org/10.1016/j.compedu.2010.06.002

Ramos, J., Cattaneo, A., De Jong, F., & Espadeiro, R. G. (2021). Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education, 54, 695–718. https://doi.org/10.1080/15391523.2021.1911720 DOI: https://doi.org/10.1080/15391523.2021.1911720

Saienko, N., Lavrysh, Y., & Lukianenko, V. (2020). The Impact of Educational Technologies on University Teachers’ Self-efficacy. International Journal of Learning, Teaching and Educational Research, 19, 323–336. https://doi.org/10.26803/ijlter.19.6.19 DOI: https://doi.org/10.26803/ijlter.19.6.19

Schlesselman, L. (2020). Perspective from a Teaching and Learning Center During Emergency Remote Teaching. American Journal of Pharmaceutical Education, 84. https://doi.org/10.5688/AJPE8142 DOI: https://doi.org/10.5688/ajpe8142

Shepherd, A. (2017). An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157–177. DOI: https://doi.org/10.1080/1475939X.2016.1193556

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. DOI: https://doi.org/10.1016/j.tate.2006.05.003

Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250. https://doi.org/10.1080/15391523.2004.10782414 DOI: https://doi.org/10.1080/15391523.2004.10782414

Yada, A., Tolvanen, A., Malinen, O.-P., Imai-Matsumura, K., Shimada, H., Koike, R., & Savolainen, H. (2019). Teachers’ self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland. Teaching and Teacher Education. https://doi.org/10.1016/J.TATE.2019.01.014 DOI: https://doi.org/10.1016/j.tate.2019.01.014

Ying-chen, L. M., & Kinzie, M. B. (2000). Computer technology training for prospective teachers: Computer attitudes and perceived self-efficacy. Journal of Technology and Teacher Education, 8(4), 373–396.