Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom
ARTICLE
Ayesha Sadaf, Timothy J. Newby, Peggy A. Ertmer
Computers & Education Volume 59, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
This qualitative study explored pre-service teachers' behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms. The Theory of Planned Behavior (TPB) was used as the theoretical framework (Ajzen, 1991) to understand these beliefs and pre-service teachers' intentions for why they want to use Web 2.0 technologies. According to Ajzen's TPB, the behavioral beliefs are based on attitude toward outcomes or consequences of using Web 2.0, the normative beliefs depend on social support and social pressure to use Web 2.0, and the control beliefs lay the foundation of perceived behavioral control over using Web 2.0 in a classroom. Data were collected from open-ended survey questions (
Citation
Sadaf, A., Newby, T.J. & Ertmer, P.A. (2012). Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937-945. Elsevier Ltd. Retrieved October 4, 2023 from https://www.learntechlib.org/p/66461/.
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Computers & Education
on January 30, 2019.
Computers & Education is a publication of Elsevier.
Keywords
- academic achievement
- Beliefs
- Beliefs and intentions
- Elementary Secondary Education
- information technology
- Interviews
- models
- pre-service teacher education
- preservice teachers
- reflection
- Self Efficacy
- Semi Structured Interviews
- Social Influences
- Surveys
- teacher attitudes
- Teacher Educators
- Teacher technology use
- technology integration
- web 2.0
- Web 2.0 Technologies
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