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

Comments

At the time of publication, Theresa A. Cullen was affiliated with University of Oklahoma.

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