You are here:

The Role of Relevance in Future Teachers' Utility Value and Interest toward Technology


Educational Technology Research and Development Volume 66, Number 2, ISSN 1042-1629


Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers' utility value and interest toward technology integration. The findings from 111 preservice teachers revealed that reflecting on the connections of technology to future teaching increased their maintained interest in technology integration regardless of their situational interest levels. Reflections also helped them recognize technology-supported classroom management strategies in their current implementations. Differences observed between elementary and secondary preservice teachers highlighted a need for helping secondary preservice teachers develop higher interest and deeper understanding of utility values of technologies for future practices. Results also underscored the importance of emphasizing various benefits of technology regarding collaboration, assessment, and self-paced learning--utility values that were minimally observed in the study.


Kale, U. & Akcaoglu, M. (2018). The Role of Relevance in Future Teachers' Utility Value and Interest toward Technology. Educational Technology Research and Development, 66(2), 283-311. Retrieved October 18, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.