The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

Motivation And Technology Integration

Without sufficient motivation, it is unlikely preservice teachers will put forth effort to learn and later use technology in their future classroom (Kim & Keller, 2011; Smarkola, 2011). Brophy (1999) stated, “Motivation is a theoretical concept used to explain the initiation, direction, intensity, and persistence of behavior, especially goal-directed behavior” (p. 2). The multi-dimensionality of motivation as expressed in this definition suggests a single variable may not be sufficient to describe one’s beliefs about technology integration. In this study, preservice teachers’ motivation to integrate technology was assessed via multiple dimensions, specifically intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy. Collectively, these five dimensions are entrenched in McKeachie, Pintrich, Lin, and Smith’s (1986) motivation and learning strategies taxonomy. Their taxonomy is rooted in expectancy-value theory, a theory that postulates the primary measureable outcome of motivation is effort, and task value and success expectancy are necessary preconditions (Fishbein & Ajzen, 1975).