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Modeling pre-service teachers’ knowledge of, attitudes toward, and intentions for technology integration
PROCEEDINGS

, National Changhua University of Education, Taiwan

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The study, which combines TAM and TPACK, examines the direct and indirect effects of knowledge of technology integration on pre-service teachers’ attitudes toward technology use (ATU) and intention to integrate technology (IIT) while teaching. Structural equation modeling was applied to model the relationships in a set of latent variables. In total, 470 pre-service teachers preparing for a school-based field practice were invited to fill out a validated questionnaire. Analytic results reveal that TPACK affects pre-service teachers’ ATU, and IIT while teaching. Study findings also indicate that pre-service teachers can combine diverse knowledge obtained from teacher education courses to use technology positively and intentionally to optimize student learning. I recommend that an adequate fit between TPACK and technology integration can serve as a base model for future studies of the ability pre-service teachers to integrate technology and teaching for pre-service teachers.

Citation

Liu, S.H. (2011). Modeling pre-service teachers’ knowledge of, attitudes toward, and intentions for technology integration. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3350-3355). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2019 from .

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