![](https://editlib-media.s3.amazonaws.com/sources/jtate.jpg)
Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
Article
Hua Bai, The State University of New York at Potsdam, United States ; Peggy Ertmer, Purdue University, United States
Journal of Technology and Teacher Education Volume 16, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This study examined preservice teachers' pedagogical beliefs and attitudes toward technology in relation to teacher educators' pedagogical beliefs and technology uses. Regression analyses were conducted to answer the research questions. The findings of this study revealed that teacher educators' learner-centered beliefs and nonlearner-centered beliefs about learning and teaching explained a small amount of variance in preservice teachers' learner-centered beliefs and nonlearner-centered beliefs about learning and teaching. Findings indicated that the development of preservice teachers' nonlearner-centered beliefs was uneven: At the end of the semester, preservice teachers' nonlearner-centered beliefs about learning and teaching decreased, however, their nonlearner-centered beliefs about learners increased. Although no significant relationship was found between teacher educators' technology uses and preservice teachers' technology attitudes, taking an introductory educational technology course was found to be helpful in improving preservice teachers' technology attitudes related to educational benefits.
Citation
Bai, H. & Ertmer, P. (2008). Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes. Journal of Technology and Teacher Education, 16(1), 93-112. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/22851/.
© 2008 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Abbott, J.A., & Faris, S.E. (2000). Integrating technology into preservice literacy instruction: A survey of elementary educations tuden ts’ attitudes toward computers. Journal of Research on Computing in Educa-t ion, 33(2), 149-161.
- Aiken, L.R. (1980). Attitude measurement and research. In D.A. Payne (Ed.) , Recent development in affective measurement (pp. 1-24). San
- Cifuentes, L. (1997). From sages to guides: A professional development study. Journal of Technology and Teacher Education, 5(1), 67-77.
- Crowe, A.R. (2004). Teaching by example: Integrating technology into so-c ia l studies education courses. Journal of Computing in Teacher Education, 20 (4), 159-165.
- Daniel, P. (1996). Helping beginning teachers link theory toprac t ice : An interactive multimedia environment for mathematics and science teacher preparation. Journal of Teacher Education, 47, 197-204.
- Ertmer, P.A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4) , 47-61.
- Ertmer, P.A. (2005). Teacher pedagogical beliefs:The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
- Faison, C.L. (1996). Modeling instructional technology use in teacher preparation: Why we can’t wait. Educational Technology, 36(5), 57-59.
- Francis-Pelton, L., & Pelton, T.W. (1996). Building attitudes: How a technology course affects preservice teachers’ attitudes about technology. Technology and Teacher Education Annual, 1996, 167-172.
- Friel, S.N., & Carboni, L.W. (2000). Using video-based pedagogy in an elementary mathematics methods course. School Science and Mathematics, 100, 118-127.
- Hart, L.C. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content /methods course. School Science and Mathematics, 102, 4-14.
- Kumar, P., & Kumar, A. (2003). Effects of a web-based project on preser-v ice and inservice teachers’ attitude toward computers and their technology skills. Journal of Computing in Teacher Education, 19(3), 87-92.
- Lehman, J., & Brown, C. (2001). Faculty survey of technology use and understanding. West Lafayette, IN: Purdue University, College of Education.
- McCombs, B.L., & Whisler, J.S. (1997). Learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass.
- Myers, J.M., & Halpin, R. (2002). Teachers’ attitudes and use of multime-d ia technology in the classroom. Journal of Computing in Teacher Education, 18, 133-140.
- National Council for Accreditation of Teacher Education (2002). Pro fes-s iona l standards for the accreditation of schools, colleges, and departments of education. Retrieved June 16, 2003, from http://www.ncate.org/documents/unIt_stnds_2002.pdf
- Niederhauser, D.S., & Stoddart, T. (2001). Teachers’ instructional perspec-t ives and use of educational software. Teaching and Teacher Educa-t ion, 17, 15-31.
- Norum, K., Grabinger, R.S., & Duffield, J.A. (1999). Healing the universe is an inside job: Teachers’ views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
- Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
- Parker, D.R. (1997). Increasing faculty use of technology in teaching and teacher education. Journal of Technology and Teacher Education, 5 (23), 105-115.
- Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula,T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan
- Vannatta, R.A. (2000). Integrating, infusing, modeling: Preparing technology-using educators. Journal of Computing in Teacher Education, 16(2), 6-14.
- Willis, E.M., & Tucker, G.R. (2001). Using constructionism to teach con-s truc t ion ism : Modeling hands-on technology integration in a preser-v ice teacher technology course. Journal of Computing in Teacher Education, 17(2) , 4-37.
- Woolley, S.L., Benjamin, W., & Woolley, A.W. (2004). Construct validity of a self reported measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64(2), 319-331.
- Yildirim, S. (2000). Effects of an educational computing course on preser-v ice and inservice teachers: A discussion and analysis of attitudes and
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Building Digital Learning Culture into Pre-service Teacher Education
Ismail Guven, Ankara University Faculty of Educational Sciences, Turkey; Yasemin Gulbahar, Ankara University, Turkey
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 261–269
-
Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes
Helga Dorner & Swapna Kumar
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
-
Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
-
Collaborative Experiences for Preservice Teachers in Authentic Activities
Kathryn Dirkin & Elizabeth VanDeusen MacLeod, Central Michigan University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3127–3132
-
Nudging Tech Infusion into Student Teaching: Determining Institutional Readiness for Large-Scale, Site-Based, Professional Development
Teresa S. Foulger, Ray Buss, Keith Wetzel, LeeAnn Lindsey & Stacey Pasquel, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 27–32
-
A Framework for Web 2.0 Learning Environment to Develop Online Learning and Facilitation Competences of Preservice Teachers
Ibrahim Farouck, Otaru University of Commerce, Japan
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2785–2791
-
Factors Influencing Teacher Educators’ Technology Use
EROL UZAN, Indiana University Bloomington, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2317–2321
-
Using Authentic Tasks to Support Technology Integration
Kathryn Dirkin, CMU, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3682–3685
-
Pre-service Teachers’ Creation of Online Artifacts using Web 2.0: A Matter of Convenience?
Swapna Kumar, University of Florida, Gainesville, United States; Wendy Drexler, Brown University, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2013–2018
-
How Does Technology Fit?: Developing Contemporary Literacies across Disciplines
Marshall George, Fordham University, United States; Jennifer Richardson & Melanie Shoffner, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4087–4090
-
Inservice Teachers Self- Report of Technology Competence: Effects of Implementation of Technology Activities During a Case Study
Ruth Davis & Dana Arrowood, University of Texas at Arlington, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2275–2277
-
Hybrid Teaching and Learning in Contemporary English Teacher Education
Kristen Turner & Marshall George, Graduate School of Education Fordham University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 796–801
-
Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities
Cynthia Connor, Virginia State University, United States; Martha Snell, Bruce Gansneder & Sara Dexter, University of Virginia, United States
Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 369–386
-
Pre-service Teachers’ Perspectives on Web 2.0 Integration in Teacher Education Courses
Swapna Kumar, University of Florida, Gainesville, United States; Katya Vigil, Boston University, MA, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1908–1913
-
The Impact of a Combination of Vicarious and Personal Experiences on Teachers’ Technology Beliefs
Yuxin Ma, Doug Williams, Mary Jane Ford & Louise Prejean, University of Louisiana at Lafayette, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1496–1501
-
Preservice Teachers in the Public School Classroom: What do they see and what do they do with technology?
Dana R. Arrowood & Ruth A. Davis, The University of Texas at Arlington, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3672–3675
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.