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Development in pre-service teachers’ readiness to use ICT in education – longitudinal perspectives
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, , , , University of Eastern Finland, Finland ; , University of South Australia, Australia ; , University of Oulu, Finland ; , University of Jyväskylä, Finland ; , University of Eastern Finland, Finland

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focuses on pre-service teachers’ readiness and willingness to use Information and Communication Technologies (ICT) in education. The study was conducted using the Theory of Planned Behavior (TPB) focusing on attitudes, subjective norms, self-efficacy and behavioral intentions related to ICT in education. This paper is a longitudinal study; data were collected in three measurement points during 2014, 2015 and 2016 at three Finnish universities. Results indicate that pre-service teachers’ assessments of each TPB areas rise between the first and second measurement, that between the second and third measurements the only statistically significant gain was for self-efficacy, and with other TPB areas the change was minor or even negative. Results also indicate that the biggest differences among respondents was in self-efficacy.

Citation

Valtonen, T., Kukkonen, J., Sointu, E., Pöntinen, S., Stehlik, T., Näykki, P., Virtanen, A. & Mäkitalo-Siegl, K. (2018). Development in pre-service teachers’ readiness to use ICT in education – longitudinal perspectives. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1755-1763). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

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