This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI

PRELIMINARY NOTE This presentation is intended to be used as part of the Technology Together process. We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context. This is a hidden slide and it will not show in your presentation.

Self-Efficacy Resource 13 || Presentation

Individual activity List 3-5 things that you think you do well with technology. Don’t compare your points with anyone else – just focus on the achievements you are proud of.

What is self-efficacy? Self-efficacy refers to an individual's belief in their capacity to perform on a particular task. It is not concerned with the skills you have but with your personal judgements of what you can do with the skills you possess. Self-efficacy is different to self-esteem because it is specific to a particular task or context. Someone can have high self-efficacy as a singer, but low self-efficacy as a computer user. (Bandura, cited in Compeau & Higgins, 1995; Gist, 1992)

Computer self-efficacy Computer self-efficacy refers to your beliefs about what you are capable of doing, not about what you can do. It is not about what skills you actually have, but about your judgements about your ability. (Ertmer et al., 2003)

Put simply… …if someone believes that they can’t use technology, then they will not be motivated to try, and hence will never build skills or confidence.

For some people it is not just lack of computer skills that hinders their technology use. All the training in the world may not change their general level of self-efficacy.

There is so much to learn about technology that I don’t stand a chance of ever being any good. It doesn’t matter how many times you show me, I won’t get it! The students know so much more than me about using computers. I can’t do half of what they can. I can never find what I want on the Internet. It is much better for me to just get a book from the library. Even though there are things I can’t yet do on the computer, I’m fairly confident that I can work them out when I need to. Self-efficacy

But don’t the skills come first, and self- efficacy follows? Not always! Many people with well-developed skills do not have high self-efficacy They believe that they aren’t doing things properly or think they don’t know enough to be confident

Small group discussion What beliefs do you hold about your capabilities with computer technology? What influences your technology self-efficacy? What influences your students’ technology self-efficacy?

Weekly challenge Identify one happening during the week that raises your own technology self-efficacy – no matter how big or small it is. Metacognition in the classroom This week, notice indications of high and low self-efficacy among your students. This need not be solely in relation to technology – you might look for self-efficacy in sport, mathematics or language use.

Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI