Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

Theresa A. Cullen; Barbara A. Greene

doi:10.2190/ec.45.1.b

journal article Jul 01, 2011

Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

Theresa A. Cullen Barbara A. Greene

Journal of Educational Computing Research Vol. 45 No. 1 pp. 29-47 · SAGE Publications

View at Publisher Save 10.2190/ec.45.1.b

Abstract

The Theory of Planned Behavior was used as a framework, along with Self-Determination Theory, to examine preservice teachers' motivation to include technology in their future teaching. We modified instruments to measure theoretical constructs to be applied to plans for the use of technology. Measured were: perceived behavioral control, attitudes toward technology use, perceived social norms, intrinsic and extrinsic motivation and amotivation. One hundred and fourteen preservice teachers completed the instrumentation and 67 completed a pre/post activity and reflective task concerning their attitudes and beliefs on technology, technology integration, and its role in the classroom. The best single predictor of both intrinsic and extrinsic motivation was positive attitudes toward technology use. For amotivation, the best predictors were negative attitudes toward technology use and negative social norms. The pre-post activity demonstrated that participants struggled to design meaningful technology integration activities.

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Details

Published: Jul 01, 2011
Vol/Issue: 45(1)
Pages: 29-47
License: View

Authors

T

Theresa A. Cullen

University of Oklahoma

B

Barbara A. Greene

University of Oklahoma

Cite This Article

Theresa A. Cullen, Barbara A. Greene (2011). Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration. Journal of Educational Computing Research, 45(1), 29-47. https://doi.org/10.2190/ec.45.1.b

Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

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