Revisiting Teacher Beliefs About Technology Integration: Expectancy-Value Perspectives

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

Abstract

The purpose of this study is to examine the relationship between teacher ability beliefs, expectancy for success, value beliefs, and technology integration from expectancy-value perspectives. Our findings reveal that teachers do distinguish different aspects of value beliefs about technology integration. In addition, ability beliefs significantly predict expectancy for success and value beliefs in terms of intrinsic value, attainment value, utility value, and cost. Teachers’ expectancy for success and value beliefs contribute differently to technology use. Expectancy for success significantly predicts integration quantity and high-quality integration. Intrinsic value affects integration quantity. Attainment value affects low-quality integration Utility value does not play any role in predicting teachers’ technology integration. Last, perceived cost significantly predicts integration quantity and low-quality integration.

Authors

• Shonn Sheng-Lun Cheng, Virginia Commonwealth University

• Lin Lu, The Ohio State University

• Kui Xie, The Ohio State University

• Vanessa Wanchanit Vongkulluksn, The Ohio State University