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Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology
ARTICLE

, Northeastern Illinois University ; , Northern Illinois University

Australasian Journal of Educational Technology Volume 30, Number 6, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

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.

Citation

Banas, J. & York, C. (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),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved October 19, 2019 from .

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