Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology
Australasian Journal of Educational Technology Volume 30, Number 6, ISSN 1449-5554
This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.
Banas, J.R. & York, C.S. (2014). Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology. Australasian Journal of Educational Technology, 30(6), 728-746.
Cited ByView References & Citations Map
Merja Kauppinen, University of Jyväskylä, Jyväskylä, Finland; Carita Kiili, University of Oslo, Oslo, Norway; Julie Coiro, University of Rhode Island, Kingston, RI, United States
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Clarice Moran, Kennesaw State University, United States
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Rivka Gadot, Tel-Aviv University, Levinsky College of Education, The Open University of Israel, Israel; Alona Forkosh Baruch, Levinsky College of Education, Tel-Aviv University, Israel
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