Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology
This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers’ technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.
How to Cite
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.