The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions
Highlights•Beliefs in the utility of technology for teaching predict intentions to use technology.•Beliefs in the utility of technology for teaching predict intentions to apply constructivist integration approaches.•Beliefs in the importance of technology in education directly predict beliefs in its utility.•The frequency and quality of constructivist technology observations affect how they impact future teachers’ beliefs.•The frequency and quality of constructivist technology observations affect how they impact future teachers’ intentions.AbstractThis study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way interaction between the type, frequency, and quality of field technology observations predicted changes in beliefs and intentions. Beliefs about the utility of technology directly predicted intentions to use technology and intentions to use Meaningful Learning approaches to technology integration. Additionally, beliefs about technology’s importance in education indirectly predicted both variables. Positive impacts of field experiences on beliefs and intentions only existed when prospective preservice teachers saw technology used frequently by skilled teachers using Meaningful Learning approaches.
تاثیر تجارب میدانی در مورد باورها و مفاهیم یکپارچهسازی فنآوری در آینده