The Impact of Field Experiences on Prospective Preservice Teachers' Technology Integration Beliefs and Intentions

• In Event: 45.090 - Revisiting Teacher Attitudes and Beliefs About Technology Integration

Abstract

This longitudinal study investigated the impact of an initial field experience on the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling, a three-way interaction between the type, frequency, and quality of field technology observations was used to predict changes in beliefs and intentions. The findings revealed that beliefs about the pedagogical value of technology directly predicted intentions to use technology and intentions to use meaningful learning approaches to technology integration. Additionally, beliefs about the importance of technology in education indirectly predicted these two outcome variables. Regarding the effect of field observations, positive impacts on beliefs and intentions only existed when prospective preservice teachers saw technology used frequently by skilled teachers who used meaningful learning approaches.

Authors

• Michael Jay Nelson, Oregon State University

• Nathan Andrew Hawk, The Ohio State University