Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

Jennifer R. Banas (Northeastern Illinois University, USA) and Cynthia S. York (Northern Illinois University, USA)
Copyright: © 2017 |Pages: 20
DOI: 10.4018/978-1-5225-1709-2.ch008
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Abstract

In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers' motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers' motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.
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Background

In this background section, the authors provide an overview of motivation as defined and assessed in this study. Next, a case for intention as an estimate of future behavior is made. Finally, how authentic learning exercises are used as an instructional strategy to influence pre-service teachers’ motivational beliefs and intentions is explained. The research questions follow this discussion.

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