In Asia, Taiwan is one of the world’s leading producers of information and communication technology products and government continuously invest in teacher development on technology to empower teachers to improve school education in the digital era. Some studies concerned teachers’ technology integration, and their self-efficacy in the online learning context. However, little research has been particularly conducted to investigate the effects of self-efficacy and attitudes toward professional development on teachers’ intention to integrate technologies in their teaching activities. This study aimed to explore the relationship between preschool teachers’ learning self-efficacy and technology-teaching integration in online academic learning contexts. We recruited 120 preschool teachers respectively from Taiwan and Malaysia. It was confirmed by exploratory and confirmatory factor analysis that the questionnaire’s two-factor structure holds for both teacher populations. The study results indicate that both groups were more inclined to favor learning self-efficacy than other factors in online academic learning, while the preschool teachers in Taiwan placed significantly more emphasis than the preschool teachers in Malaysia on technology-teaching integration. The study revealed that teachers in Taiwan had constructivist perceptions of technology-teaching integration than the teachers in Malaysia toward technology learning self-efficacy. The findings of our study may have implications for researchers and university administrators in that early childhood teacher education programs should aim to equip preschool teachers with appropriate learning strategies for performing Internet tasks. The development of technology enhanced learning ability should therefore be emphasized in preschool teacher training programs.
Chia-Pin Kao, Southern Taiwan University of Science and Technology, Taiwan
Hui-Min Chien, Cheng Shiu University, Taiwan
Man Yee Phang, Southern Taiwan University of Science and Technology, Malaysia