Relationships among Preservice Teachers' Technology-Related Abilities, Beliefs, and Intentions to Use Technology in Their Future Classrooms

Susan E. Anderson · Judith G. Groulx · Robert Maninger

133 citations0/0 files storedJournal of Educational Computing Research

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Education and Technology Integration Teacher Education and Leadership Studies Gender and Technology in Education

Abstract

This study investigated relationships among students' technology-related abilities, beliefs, and intentions. Participants were 217 preservice teachers who responded to post-course surveys. Value beliefs were the best predictor of their intentions to use a variety of software and their intentions regarding frequency of technology use with students in their future classrooms. Self-efficacy for technology integration also contributed to the prediction of intentions to use a variety of software, and technological abilities contributed to the prediction of intentions regarding frequency of future technology use. Constructivist beliefs were moderately correlated with self-efficacy and value beliefs, as well as with both types of intentions. The results highlight the importance of relationships between preservice teachers' beliefs and their potential integration of technology in their future classrooms.

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References

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2017The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching 2021Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards 2014Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology 2020The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions

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