Journal of Education & Social Policy

Constructivism and Future Self-Efficacy: Student Teachers’ Confidence in Applying Learning Theories to Computer Technology
Erold K. Bailey

Abstract
This mixed-method study investigated how a course exploring the application of major learning theories to computer technology might impact student teachers’ decision about employing principles of this knowledge base in their future practice. Eighty-two student teachers representing three semesters, explored and employed behaviorism, cognitivism, and constructivism to inform computer-technology-supported lessons. The data collected through an anonymous 10-item electronic exit survey completed by participants at the end of the “Applying Learning Theories to Computer Technology” unit, indicate that the majority developed strong confidence in applying the theories to computer technology. Themes generated from the findings also reveal strategic reasons constructivism is participants’ preferred theory, and the value learning theories in general potentially hold for prospective teachers.

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