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Preservice Teachers' Abilities, Beliefs, and Intentions regarding Technology Integration
ARTICLE

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Journal of Educational Computing Research Volume 37, Number 2, ISSN 0735-6331

Abstract

This study investigated changes in and factors related to students' technology-related abilities, beliefs, and intentions. Participants were 76 preservice teachers who responded to pre- and post-course surveys while taking an introductory educational technology course. Statistically significant changes were found in students' perceived abilities, self-efficacy beliefs, value beliefs, and intentions to use software in their future classrooms. Students' self-efficacy, value beliefs, and intentions were moderately correlated with each other. Abilities were correlated with self-efficacy and computer access. The best predictors of intentions were self-efficacy beliefs, gender, and value beliefs. These results strongly support the effectiveness of educational technology coursework in improving not just abilities, but also beliefs and intentions. They highlight the importance of relationships between preservice teachers' beliefs about technology integration and their potential use of technology in their future classrooms. The authors provide suggestions for enhancing preservice teachers' beliefs during technology coursework. (Contains 3 tables.)

Citation

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. Retrieved August 18, 2019 from .

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