Preservice teachers' beliefs, attitudes, and motivation about technology integration
Document Type
Article
Publication Date
1-1-2011
Department
Teaching & Educational Leadership
Abstract
The Theory of Planned Behavior was used as a framework, along with Self-Determination Theory, to examine preservice teachers' motivation to include technology in their future teaching. We modified instruments to measure theoretical constructs to be applied to plans for the use of technology. Measured were: perceived behavioral control, attitudes toward technology use, perceived social norms, intrinsic and extrinsic motivation and amotivation. One hundred and fourteen preservice teachers completed the instrumentation and 67 completed a pre/post activity and reflective task concerning their attitudes and beliefs on technology, technology integration, and its role in the classroom. The best single predictor of both intrinsic and extrinsic motivation was positive attitudes toward technology use. For amotivation, the best predictors were negative attitudes toward technology use and negative social norms. The pre-post activity demonstrated that participants struggled to design meaningful technology integration activities. © 2011, Baywood Publishing Co., Inc.
DOI
10.2190/EC.45.1.b
First Page
29
Last Page
47
Publication Title
Journal of Educational Computing Research
Recommended Citation
Cullen, T. A., & Greene, B. A. (2011). Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration. Journal of Educational Computing Research, 45(1), 29–47. https://doi.org/10.2190/ec.45.1.b
Comments
At the time of publication, Theresa A. Cullen was affiliated with University of Oklahoma.