Exploring Influential Factors in Military Instructor Technology Self-Efficacy.
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| Title: | Exploring Influential Factors in Military Instructor Technology Self-Efficacy. |
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| Authors: | Frank, Gina1 (AUTHOR) ginafrank@u.boisestate.edu, Trespalacios, Jesús1 (AUTHOR) jesustrespalacios@boisestate.edu, Lowenthal, Patrick1 (AUTHOR) patricklowenthal@boisestate.edu, Snelson, Chareen1 (AUTHOR) chareensnelson@boisestate.edu |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Nov2025, Vol. 69 Issue 6, p1235-1247. 13p. |
| Subject Terms: | *Confidence, *Instructional systems design, *Educators, *Military education, *Educational technology, *Mixed methods research, Self-efficacy |
| Abstract: | Researchers in the K-12 environment have utilized self-efficacy theory and its influencing factors to aid teachers in integrating technology into their classrooms; however, similar research has not been conducted on military instructors. This mixed-methods study examines technology self-efficacy among military instructors at a Southern U.S. military base, specifically focusing on the factors influencing their confidence in integrating technology into their teaching practices. Through the use of the Computer Technology Integration survey and interviews, the research identifies three distinct themes—philosophy, barriers, and confidence—providing insights into the levels of technology self-efficacy among military instructors. With 60 survey participants and 12 interviewees, the findings emphasize the need for customized professional development opportunities to enhance technology integration skills among military instructors, contributing to the broader discourse on technology self-efficacy in educational settings. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Researchers in the K-12 environment have utilized self-efficacy theory and its influencing factors to aid teachers in integrating technology into their classrooms; however, similar research has not been conducted on military instructors. This mixed-methods study examines technology self-efficacy among military instructors at a Southern U.S. military base, specifically focusing on the factors influencing their confidence in integrating technology into their teaching practices. Through the use of the Computer Technology Integration survey and interviews, the research identifies three distinct themes—philosophy, barriers, and confidence—providing insights into the levels of technology self-efficacy among military instructors. With 60 survey participants and 12 interviewees, the findings emphasize the need for customized professional development opportunities to enhance technology integration skills among military instructors, contributing to the broader discourse on technology self-efficacy in educational settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-025-01108-7 |
