Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

View Sample PDF

Author(s): Jennifer R. Banas (Northeastern Illinois University, USA)and Cynthia S. York (Northern Illinois University, USA)
Copyright: 2017
Pages: 20
Source title: Exploring the New Era of Technology-Infused Education
Source Author(s)/Editor(s): Lawrence Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-5225-1709-2.ch008

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises on the publisher's website for pricing and purchasing information.

Abstract

In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers' motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers' motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.

The IRMA Community

Research IRM

Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

Purchase

Abstract

Related Content

IRMA Sponsors