You are here:

Elementary Student Teachers' Technology Use and Intentions for Technology Integration
PROCEEDINGS

, , Texas Christian University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

Abstract

This research investigated factors associated with elementary-level student teachers’ use of technology and their intentions regarding future technology integration. The findings revealed a close correspondence between preservice and cooperating teachers’ use of technology during student teaching. In addition, there was a strong relationship between student teachers’ anticipated integration of technology in their future classrooms and their perceptions that significant others expected them to integrate technology in teaching. Finally, the results demonstrated the positive interrelationships among intentions, value beliefs, perceived ease of use, self-efficacy beliefs, and subjective norm.

Citation

Anderson, S. & Groulx, J. (2013). Elementary Student Teachers' Technology Use and Intentions for Technology Integration. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2000-2005). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

References

View References & Citations Map
  1. Ajzen, I. (1985). From intentions to actions: A theory of planned action. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). New York: Springer.
  2. Anderson, S.E., Groulx, J.G., & Maninger, R.M. (2011). Relationships among preservice teachers’ technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 323-340. Doi:dx.doi.org/10.2190/EC.45.3.d
  3. Anderson, S.E., & Maninger, R.M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172. Doi:10.2190/H1M8-562W-18J1-634P
  4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  5. Birch, A., & Irvine, V. (2009). Preservice teachers’ acceptance of ICT integration in the classroom: Applying the UTAUT model. Educational Media International, 46(4), 295-315. Doi:10.1080/09523980903387506
  6. Cuckle, P., & Clarke, S. (2002). Mentoring student-teachers in schools: Views, practices, and access to ICT. Journal of Computer Assisted Learning, 18, 330-340. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2729
  7. Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.
  8. Dexter, E., & Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond the college’s walls. Journal of Teacher Education, 45(4), 334-346. Doi:10.1177/0022487103255319
  9. Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35(3), 342-361.
  10. Ertmer, P.A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Retrieved from http://link.springer.com/article/10.1007%2FBF02299597
  11. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 1042-1629. Retrieved from http://www.springerlink.com/content/26736pvw54484187
  12. Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on
  13. Gliner, J.A., Morgan, G.A., & Leech, N.L. (2009). Research methods in applied settings: An integrated approach to design and analysis. New York: Routledge.
  14. Grunwald Associates. (2011). PBS annual survey: K-12 education technology. Retrieved from http://grunwald.com/pdfs/PBSGRUNWALD_2011_ANNUAL_ED_TECH_STUDY.pdf
  15. Ma, W.W., Andersson, R., & Streith, K. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387-395. Doi:10.1111/J.1365-2729.2005.00145.x
  16. Norris, C., & Soloway, E. (2000, July). The snapshot survey service: A website for assessing teachers’ and administrators’ technology activities, beliefs, and needs. Paper presented at the Secretary's Conference on Educational Technology 2000. Retrieved from http://www.ed.gov/rschstat/eval/tech/techconf00/cathienorris.pdf
  17. Pope, M., Hare, D., & Howard, E. (2005). Enhancing technology use in student teaching: A case study. Journal of Technology and Teacher Education, 13(4), 573-618. Retrieved from http://www.editlib.org/p/4755
  18. Sang, G., Valcke, M, van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching
  19. Teo, T. (2009). Modeling technology acceptance in education: A study of pre-service teachers. Computers& Education, 52, 302-312.
  20. Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Retrieved from http://aisel.aisnet.org/misq/vol27/iss3/5/

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

Suggest Corrections to References

Slides

Also Read

Related Collections