Title

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

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