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The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning
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Computers & Education Volume 81, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers' intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with pre- and post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers' TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers' attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in pre-service teachers' self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB.

Citation

Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P. & Sointu, E. (2015). The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81(1), 49-58. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.09.008

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