on Teacher Self-Efficacy and Resultant

In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K–12 teachers. This study investigated the impact of these courses on the course participants ’ self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants ’ self-efficacy due to different demographic characteristics. The data analyses from the pre-/post-/follow-up surveys completed by 377 course participants revealed that the grant-funded courses did increase participants ’ confidence and competence in technology integration. No significant difference was found on course effects between participants with different demographic characteristics. The qualitative data from interviews with the course participants confirmed the survey results, and the positive perceptions of the course effectiveness from the participants suggested an overall success of the program. (Keywords: instructional technology integration, K–12, self-efficacy, teacher professional development.