Pre-service teachers' motivation to use technology and the impact of authentic learning exercises
Document Type
Article
Publication Date
11-17-2016
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.
DOI
10.4018/978-1-5225-1709-2.ch008
Publication Title
Exploring the New Era of Technology-Infused Education
First Page
121
Last Page
140
Recommended Citation
Banas, Jennifer and York, Cynthia, "Pre-service teachers' motivation to use technology and the impact of authentic learning exercises" (2016). Health Sciences and Physical Education Faculty Publications. 14.
https://neiudc.neiu.edu/hpera-pub/14
