Authentic learning exercises as a means to influence preservice teachers' technology integration self-efficacy and intentions to integrate technology

• Published in: Australasian Journal of Educational Technology Vol. 30; no. 6; pp. 728 - 746
• Main Authors: Banas, Jennifer R, York, Cindy S
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01-01-2014
• Subjects: Authentic teaching; Experiential learning; Health Education; ICT in education; Intention; Knowledge base for teaching; Methods Courses; Multiple Regression Analysis; Pedagogical Content Knowledge; Postsecondary education; Prediction; Preservice teacher education; Preservice Teachers; Self Efficacy; Student teachers; Teacher Education; Teaching Methods; Technological literacy; Technology Integration; United States (Midwest); University teaching; United States
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.362

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 at a university in the Midwest region of the United States. 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. [Author abstract, ed]