Abstract

The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive attitudes toward technology integration than the group provided with placebo messages even though there was no difference in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers' positive attitudes toward technology integration. Implications for the design and development of interventions or systems for technology integration are discussed and further research is recommended.

Citation

Kim, C. & Keller, J.M. (2011). Towards Technology Integration: The Impact of Motivational and Volitional Email Messages. Educational Technology Research and Development, 59(1), 91-111. Retrieved August 8, 2024 from https://www.learntechlib.org/p/50880/.

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Keywords

• Attitude Change
• Audience Analysis
• Computer Uses in Education
• Education Courses
• educational technology
• Electronic Mail
• Individual Power
• Motivation Techniques
• preservice teacher education
• preservice teachers
• student attitudes
• student motivation
• teacher attitudes
• technology integration