Friday, July 1
4:00 PM-5:00 PM
WEST
Room 5.1 - Faculty of Letters Building

Modeling pre-service teachers’ knowledge of, attitudes toward, and intentions for technology integration

Virtual Brief Paper ID: 33986
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    Shih-Hsiung Liu
    National Changhua University of Education

Abstract: The study, which combines TAM and TPACK, examines the direct and indirect effects of knowledge of technology integration on pre-service teachers’ attitudes toward technology use (ATU) and intention to integrate technology (IIT) while teaching. Structural equation modeling was applied to model the relationships in a set of latent variables. In total, 470 pre-service teachers preparing for a school-based field practice were invited to fill out a validated questionnaire. Analytic results reveal that TPACK affects pre-service teachers’ ATU, and IIT while teaching. Study findings also indicate that pre-service teachers can combine diverse knowledge obtained from teacher education courses to use technology positively and intentionally to optimize student learning. I recommend that an adequate fit between TPACK and technology integration can serve as a base model for future studies of the ability pre-service teachers to integrate technology and teaching for pre-service teachers.

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