Outcomes of a Relevance Intervention on Preservice Teachers' Utility Value and Interest in Technology Integration

• In Event: Understanding and Supporting Preservice and In-Service Teachers' Technology Integration Efforts

Abstract

Ninety-two preservice teachers from a mid-Atlantic university participated in the study. A repeated-measures quasi-experimental design was employed to explore if reflecting on the relevance of technology to future teaching impact preservice teachers’ competence, utility value, and interest toward educational technology integration. The findings revealed some differences between elementary and secondary preservice teachers, suggesting the need for interventions to help especially secondary preservice teachers gain higher interest and deeper understanding of technologies’ utility value for future practices. Further, the findings indicated that prompting preservice teachers to make connections to future practices may lower their initial interest in technology integration as it may lead them to become more conscious about potential issues with technology use

Authors

• Ugur Kale, West Virginia University

• Mete Akcaoglu, Georgia Southern University