Springer Self-Efficacy in Instructional Technology Contexts

This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics.  The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology. From the Back Cover This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. Chapter represent international perspectives across the broad areas of K-12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics.  The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. A system of peer review was implemented to select the work that appears in the book from a collection of author-submitted chapter proposals. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology. About the Author Dr. Charles B. Hodges is a Professor of Instructional Technology at Georgia Southern University and is currently the Editor-in-Chief of the journal TechTrends, a journal of the Association for Educational Communications and Technology published by Springer. Dr. Hodges earned a B.S. degree in Mathematics with a minor in Computer Science from Fairmont State University, a M.S. degree in Mathematics from West Virginia University, and a Ph.D. in Curriculum and Instruction from the Learning Sciences and Technologies program at Virginia Tech.  Prior to joining the faculty at Georgia Southern University he was a member of the mathematics faculty at Virginia Tech for 15 years. His research has focused mainly on self-efficacy in technology intensive mathematics courses and the professional development of STEM teachers.  He has published over 30 scholarly works and delivered numerous conference presentations.  He has worked on multiple federally-funded grants and contracts as principal investigator or co-principal investigator.  Most recently he was funded by the National Youth at Risk Center of Georgia Southern University to study Computer Science education rural schools.