Valuing technology integration: The role of outcome expectations in promoting preservice teachers’ acceptance of technology
Dale Niederhauser, Iowa State University, United States ; Serkan Perkmen, Balikesir University, Turkey ; Serkan Toy, Children's Mercy Hospital - Kansas City, MO & UMKC School of Medicine, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Why do some teachers decide to integrate technology while others do not? We used Social Cognitive Theory (SCT) as a framework for examining the influence of self-efficacy and outcome expectations on preservice teachers’ performance in an introductory instructional technology course. Analysis revealed that some findings were inconsistent with predictions based on the SCT model. Outcome expectations interacted with self-efficacy to produce anomalous results for a group of physical education students taking the course as a requirement for State teaching certification. These students’ low outcome expectations appeared to have considerable negative influence on course performance; suggesting that outcome expectations is an essential factor in motivating student learning.
Niederhauser, D., Perkmen, S. & Toy, S. (2012). Valuing technology integration: The role of outcome expectations in promoting preservice teachers’ acceptance of technology. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2015-2020). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/39885/.
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