In Italy, support teachers are required to follow a specific special needs teacher-training programme that includes an ICT-lab. This paper describes an online video training course specifically developed for this part of the programme during the period of pandemic connected to COVID19. It investigates how the course may influence the way support teachers perceive knowledge and competence acquisition related to technology use, specifi- cally focusing on the construct of ICT self-efficacy, outcome expectation and interest. A total of 233 participants took part in the study. They filled out the ITIS scale and ad hoc surveys both in the pre- and post-treatment phases. T-tests for paired samples and sequential multiple regression analyses (stepwise method) were conducted. Results showed changes in their perception about (a) technological skills, (b) the effectiveness of digital technologies for de- veloping inclusive projects, (c) computer self-efficacy, outcome expectation and interest, and (d) how the employment of videos in the course and absence of time constraints impacts on self-efficacy. Practical implications, limitations, and suggested further research are also discussed.
ONLINE VIDEO TRAINING TO IMPROVE DIGITAL COMPETENCE AND COMPUTER SELF-EFFICACY FOR SUPPORT TEACHERS
Vincenza Benigno;Sabrina Panesi;Edoardo Dalla Mutta;Chiara Fante;Lucia Ferlino
2023-01-01
Abstract
In Italy, support teachers are required to follow a specific special needs teacher-training programme that includes an ICT-lab. This paper describes an online video training course specifically developed for this part of the programme during the period of pandemic connected to COVID19. It investigates how the course may influence the way support teachers perceive knowledge and competence acquisition related to technology use, specifi- cally focusing on the construct of ICT self-efficacy, outcome expectation and interest. A total of 233 participants took part in the study. They filled out the ITIS scale and ad hoc surveys both in the pre- and post-treatment phases. T-tests for paired samples and sequential multiple regression analyses (stepwise method) were conducted. Results showed changes in their perception about (a) technological skills, (b) the effectiveness of digital technologies for de- veloping inclusive projects, (c) computer self-efficacy, outcome expectation and interest, and (d) how the employment of videos in the course and absence of time constraints impacts on self-efficacy. Practical implications, limitations, and suggested further research are also discussed.
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