You are here:

Validating a Measure of Teacher Intentions to Integrate Technology in Education in Turkey, Spain and the USA
article

, Balikesir University, Turkey ; , University of Florida, United States ; , Universidad de Granada, Spain

Journal of Technology and Teacher Education Volume 24, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The main purpose of this study was to examine the validity of the Teacher Intentions to Integrate Technology in Education Scale using pre-service teacher samples from three countries on three continents - Turkey, Spain and the United States. Study participants were 550 pre-service teachers from three universities in Turkey, Spain and the USA (219, 209, and 122 respectively). The majority of the participants were female. All of the participants were junior and senior students enrolled in elementary teacher education programs. Specifically, this study compared pre-service teachers’ self-efficacy, outcome expectations, intentions (internal factors) and perceived school climate (external factor) for technology integration in education in these countries. The results of confirmatory factor analysis in this study supported the construct validity of the scale in all three samples. Hierarchical regression analysis was conducted to examine the relative contribution of self-efficacy, outcome expectations and perceived school climate on pre-service teachers’ intentions to integrate technology into their future classroom activities. The external factor of school climate predicted pre-service teachers’ intention to integrate technology in education in all three samples. However, there were certain differences among the teachers from different countries in our sample in terms of technology integration. Unlike Turkey and the US, self-efficacy predicted technology integration intention to a smaller degree than school climate in the Spanish sample. Interestingly, outcome expectations scores did not make a statistically significant contribution to predicting pre-service teachers’ intention to use technology in the US sample. Given this study’s findings, it is important to consider differences in technology integration intentions that exist in different countries, when conducting empirical research on teacher perceptions of using technology for teaching and learning.

Citation

Perkmen, S., Antonenko, P. & Caracuel, A. (2016). Validating a Measure of Teacher Intentions to Integrate Technology in Education in Turkey, Spain and the USA. Journal of Technology and Teacher Education, 24(2), 215-241. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 13, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.