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Background@#Technology has been a vital part of the 21st-century classroom. Because of these fast-changing innovations, this study focused on the relationship between computer self-efficacy, knowledge, and use of Technological, Pedagogical, and Content Knowledge (TPACK). @*Objectives@#The study determined the perceived levels of computer self-efficacy and the perceived levels of knowledge (TPACK) among faculty members pursuing post-graduate degree programs, described the use of TPACK as reflected in their actual instructional designs, and determined the correlation between computer self-efficacy, knowledge, and use of TPACK.@*Methodology@#This study was conducted in one government graduate school in Manila, Philippines. The “Computer Self-efficacy Scale” developed by Teoh and Koh in 2010 was administered. TPACK was measured by administering the Survey of Preservice Teachers' Knowledge of Teaching and Technology by Schmidt et al. in 2009. @*Results@#Results showed that faculty members perceive that they have almost a high self-efficacy in terms of basic computer skills. In terms of TPACK, faculty members were observed to be only neutral in knowing technological knowledge. Correlations found were among the subconstructs of Computer Self-efficacy and the TPACK framework, although their relationship cannot be further explored due to limitations of data gathered. @*Conclusion@#Not all computer skills aid the learning experience. For example, results show that using skills like using word processors do not necessarily correlate with methods of teaching. It is recommended to perform a more in-depth analysis of the instructional designs and proficiency in web-based instructions to obtain correlations between constructs.
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TeachingABSTRACT
Este trabalho apresenta uma revisão da literatura sobre a autoeficácia no uso do computador (AEC) e tem como objetivos analisar e comparar definições e escalas adotadas pelos autores e examinar os principais resultados dessas pesquisas. Autoeficácia no uso do computador refere-se à crença que um indivíduo tem sobre a sua própria capacidade de usar com sucesso o computador e seus recursos. Esse conceito é importante em estudos sobre educação e treinamento, pois tem se mostrado correlacionado positivamente com aprendizagem, transferência de treinamento, atitudes e nível de participação de estudantes e trabalhadores em cursos presenciais e a distância mediados por computador. A revisão da literatura abrangeu textos científicos publicados entre 1998 e 2011 em revistas com corpo editorial e revisão por pares, encontradas no PsycINFO, Web of Science, BVS Psicologia ULAPSI Brasil e Scielo. Foram analisados 30 artigos que aplicaram escalas de avaliação de AEC. Os estudos mostraram que: as escalas avaliam apenas força, uma das três dimensões de autoeficácia propostas por Bandura (1986); não há distinção clara entre autoeficácia específica e geral; AEC está correlacionada positivamente com importantes resultados como aprendizagem e atitudes de participantes de cursos que adotam computadores no ensino. Ao final do artigo é proposta uma agenda de pesquisa para aprimorar medidas de AEC e investigar a relação dessa variável com aprendizagem, ansiedade ou estresse vivenciado por aprendizes, atitudes de aceitação ou rejeição de tecnologias no uso de computadores e novas tecnologias de informação e comunicação (NTICs).
This study presents a review of the literature on "Computer Self-Efficacy" (CSE) and has the objective to: analyze and compare definitions and scales that have been adopted by the authors and analyze the main results of these studies. Computer Self-Efficacy refers to the belief that an individual has about his/her own ability to use a computer and its resources successfully. CSE is important in studies on education and training since it has proven to be positively correlated with learning, transfer of training, attitudes, and levels of participation of students and workers in face-to-face as well as distance courses taught through the use of computers. The review of the literature included articles published between 1998 and 2011 in peer reviewed journals found in PsycINFO, Web of Science, BVS Psicologia ULAPSI Brasil, and Scielo. Thirty articles that use CSE scales were analyzed. The studies indicate that: the scales only evaluate strength, one of the three dimensions of self-efficacy proposed by Bandura (1986); there is no clear distinction between specific and general self-efficacy; CSE is positively correlated with important results such as learning and participants' attitudes in courses that use computers for teaching. At the end of the article, an agenda for future research is proposed to improve measures of CSE and better investigate the relationship of this variable with learning, anxiety, and stress experienced by learners, and to investigate attitudes of acceptance or rejection of technologies with the use of computers and NICTs (New Information and Communication Technologies).
El presente trabajo presenta una revisión de la literatura sobre la "autoeficacia en el uso del computador" (AEC). Tiene como objetivos: analizar y comparar las definiciones y las escalas adoptadas por los autores y analizar los principales resultados de estas investigaciones. La auto-eficacia en el uso del computador se refiere a la creencia que una persona tiene acerca de su propia capacidad en utilizar correctamente el computador y sus recursos. AEC es importante en los estudios sobre educación y formación, dado que se ha demostrado una correlación positiva con el aprendizaje, la transferencia del entrenamiento, las actitudes y el nivel de participación de los estudiantes y de los trabajadores en cursos presenciales y a distancia, mediada por ordenador. La revisión de la literatura incluyó textos científicos publicados entre 1998 y 2011 en revistas con comisión de editores y de revisión por pares, encontradas en las bases PsycINFO, Web of Science, Psicología BVS ULAPSI Brasil, Scielo. Se analizaron 30 artículos que aplicaron escalas de evaluación de AEC. Los estudios han demostrado que: las escalas evalúan apenas la fuerza, una de las tres dimensiones de la auto-eficácia propuestas por Bandura (1986); no hay una distinción clara entre la autoeficacia especifica y general; la AEC se correlaciona positivamente con resultados importantes como el aprendizaje y las actitudes de los participantes de cursos que adoptan computadores en la enseñanza. Al final del artículo se propone una agenda de investigación para mejorar las medidas de AEC e investigar más profundamente la relación de esta variable con el aprendizaje, la ansiedad o el estrés experimentado por los alumnos, las actitudes de aceptación o rechazo de las tecnologías en el uso de las computadoras y las NTIC.