What Makes Preservice Teachers Trust Digital Technology?
Andrea Francis, Albion College, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
With increased availability of technology, researchers and educators alike must try to understand why teachers choose to use technology for educational purposes. The Computers as Social Actors (CASA) hypothesis (Reeves and Nass, 1996; Nass and Moon, 2000) is used to extend the concept of trust in human-human relationships to trust in human-technology relationships. To explore what factors influence trust in and use of educational technology, an online instrument comprised of a trust in technology instrument created by the author and instruments measuring computer self-efficacy, general trust, risky behavior, and experience with technology was administered to 136 preservice teachers. Exploratory regression analyses found one of the most important factors in participants’ decision to trust and use educational technology in future classes was how positive a person’s experience with technology in teacher education classes.
Francis, A. (2011). What Makes Preservice Teachers Trust Digital Technology?. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1484-1491). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/36505/.
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