A Systematic Review of the Influence of Teacher Self-Efficacy on the Use of Assistive Technology
Assistive technologies are essential in narrowing down the achievement gap between students with learning disabilities and able peers. Higher levels of selfefficacy in teachers have consistently shown to correlate with the use of assistive technologies in teaching. This study aimed to review the...
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| Format: | Conference or Workshop Item |
| Published: |
2021
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| Online Access: | https://library.oum.edu.my/repository/1399/ |
| _version_ | 1848801682578735104 |
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| author | Choo Bee Giek, |
| author_facet | Choo Bee Giek, |
| author_sort | Choo Bee Giek, |
| building | OUM Institutional Repository |
| collection | Online Access |
| description | Assistive technologies are essential in narrowing down the achievement gap
between students with learning disabilities and able peers. Higher levels of selfefficacy
in teachers have consistently shown to correlate with the use of
assistive technologies in teaching. This study aimed to review the impact of
self-efficacy among elementary and secondary school teachers with their use
of assistive technologies. This review intended to summarise the context of
self-efficacy in the domain of general inclusive education and explored the
instrument used, sample selection, validity and reliability as reported in the
selected studies. The electronic databases Education Source, ERIC
(Educational Resource Index and Abstracts), EBSCOhost by Elton B.
Stephens Company, and Scopus were systematically searched. This study
also reviewed published studies from January 2011 to January 2021 with the
inclusion criteria selecting studies that focused on self-efficacy and their use of
assistive technologies with special educational needs students in inclusive
education. Of the 17 reviewed published studies, teacher self-efficacy reported
a positive influence and can be used as a predictor for their use of assistive
technologies in teaching in inclusive education. Recommendations for future
studies include professional development on facilitating changes in teacher
self-efficacy to further enhance their use of assistive technologies. (aAbstract by author) |
| first_indexed | 2025-11-14T21:11:20Z |
| format | Conference or Workshop Item |
| id | oai:eprints.oum.edu.my:1399 |
| institution | Open University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T21:11:20Z |
| publishDate | 2021 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:eprints.oum.edu.my:13992022-03-17T02:18:20Z A Systematic Review of the Influence of Teacher Self-Efficacy on the Use of Assistive Technology Choo Bee Giek, L Education (General) LB2300 Higher Education Assistive technologies are essential in narrowing down the achievement gap between students with learning disabilities and able peers. Higher levels of selfefficacy in teachers have consistently shown to correlate with the use of assistive technologies in teaching. This study aimed to review the impact of self-efficacy among elementary and secondary school teachers with their use of assistive technologies. This review intended to summarise the context of self-efficacy in the domain of general inclusive education and explored the instrument used, sample selection, validity and reliability as reported in the selected studies. The electronic databases Education Source, ERIC (Educational Resource Index and Abstracts), EBSCOhost by Elton B. Stephens Company, and Scopus were systematically searched. This study also reviewed published studies from January 2011 to January 2021 with the inclusion criteria selecting studies that focused on self-efficacy and their use of assistive technologies with special educational needs students in inclusive education. Of the 17 reviewed published studies, teacher self-efficacy reported a positive influence and can be used as a predictor for their use of assistive technologies in teaching in inclusive education. Recommendations for future studies include professional development on facilitating changes in teacher self-efficacy to further enhance their use of assistive technologies. (aAbstract by author) 2021 Conference or Workshop Item PeerReviewed text https://library.oum.edu.my/repository/1399/1/library-document-1399.pdf Choo Bee Giek, (2021) A Systematic Review of the Influence of Teacher Self-Efficacy on the Use of Assistive Technology. In: ICE 2021 : Proceedings of the 2021 International Conference on Education, 20-21 September 2021, Virtual Conference. https://library.oum.edu.my/repository/1399/ |
| spellingShingle | L Education (General) LB2300 Higher Education Choo Bee Giek, A Systematic Review of the Influence of Teacher Self-Efficacy on the Use of Assistive Technology |
| title | A Systematic Review of the Influence of
Teacher Self-Efficacy on the Use of Assistive Technology |
| title_full | A Systematic Review of the Influence of
Teacher Self-Efficacy on the Use of Assistive Technology |
| title_fullStr | A Systematic Review of the Influence of
Teacher Self-Efficacy on the Use of Assistive Technology |
| title_full_unstemmed | A Systematic Review of the Influence of
Teacher Self-Efficacy on the Use of Assistive Technology |
| title_short | A Systematic Review of the Influence of
Teacher Self-Efficacy on the Use of Assistive Technology |
| title_sort | systematic review of the influence of
teacher self-efficacy on the use of assistive technology |
| topic | L Education (General) LB2300 Higher Education |
| url | https://library.oum.edu.my/repository/1399/ |