Toward Improving Preservice Teachers’ Intention to Use Technology in their Future Classroom: Examining the Effect of Project-based Learning on Students’ Attitude Change
Abstract: The purpose of this study was to examine the effect of project-based learning (PBL) on changing preservice teachers’ intention to use technology in their future classroom. By utilizing theory of planned behavior (TPB), the researchers used a mixed method to identify the strength of the effect that PBL has on preservice teachers’ attitudinal beliefs, subjective norms, and perceived behavioral control leading to change in their intention to use technology. Participants were 36 preservice teachers enrolled in one graduate section and two undergraduate in a required technology integration course in a Midwest university. Multiple linear regression analysis was conducted to develop a model predicting preservice teachers’ use of technology in future classrooms. The results of the predictor model was able to account for 55% of the variance in students’ intention and was statistically significant. The results also found that students’ perceived proficiency is a significant predictor to use technology in future classroom. Furthermore, the PBL method improved students’ perceived self-efficacy, perceived proficiency and intention compared to beginning of the semester. Students seem to favor this learning method and indicated that PBL environment gave them sense of control to create personalized projects, manage and support their learning goals, communicate their questions and progress with others and connecting the projects they worked on to their own context and experience.