Application of computer-mediated communication on teacher efficacy during school-based field experience

Students in teacher training programs are familiar with the use of e-mail, blogs, and instant messaging. However, few studies have investigated the use of technology in field-related experience in teacher training program. We investigated whether asynchronous computer-mediated communication (ACMC) influences teacher efficacy during a practicum. The results indicated that such device was not as effective in enhancing teacher efficacy as many studies had hypothesized. This study revealed the importance of mentors and experienced teachers when adopting ACMC devices and suggested caution and evaluation regarding aspects such as learners' experience and the purpose of using the device as a learning tool.