Intention to Teach With Technology: Influences of Technological Pedagogical Content Knowledge (TPACK), Self-Efficacy, and Opportunities to Practice Using Technology

• In Event: Integrating Computer Science and Technological, Pedagogical, and Content Knowledge in Teaching and Learning

Abstract

We examined the influence of (a) technological, pedagogical, content knowledge (TPACK) domains, (b) Self-Efficacy (SEFF), and (c) Tondeur et al.’s (2016) SQD model, which assessed teacher candidates’ opportunities to integrate technology into their pre-professional teaching experiences on their intentions to integrate technology into instruction. Results from a structural equation model indicated TPACK influenced SQD and SEFF; and SQD and SEFF influenced intention to teach with technology. The final model accounted for 65.5% of the variance. In this work, we added several layers of complexity to prior research by developing and assessing a comprehensive model of the influence of TPACK knowledge domains, self-efficacy, and SQD-measured opportunities to engage with technology for instruction on technology integration. Implications for practice were also discussed.

Authors

• Ray R. Buss, Arizona State University
  Presenting Author

• Teresa S. Foulger, Arizona State University
  Non-Presenting Author