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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, Cynthia S. York
Copyright: © 2017 |Pages: 20
ISBN13: 9781522517092|ISBN10: 152251709X|EISBN13: 9781522517108
DOI: 10.4018/978-1-5225-1709-2.ch008
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MLA

Banas, Jennifer R., and Cynthia S. York. "Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises." Exploring the New Era of Technology-Infused Education, edited by Lawrence Tomei, IGI Global, 2017, pp. 121-140. https://doi.org/10.4018/978-1-5225-1709-2.ch008

APA

Banas, J. R. & York, C. S. (2017). Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises. In L. Tomei (Ed.), Exploring the New Era of Technology-Infused Education (pp. 121-140). IGI Global. https://doi.org/10.4018/978-1-5225-1709-2.ch008

Chicago

Banas, Jennifer R., and Cynthia S. York. "Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises." In Exploring the New Era of Technology-Infused Education, edited by Lawrence Tomei, 121-140. Hershey, PA: IGI Global, 2017. https://doi.org/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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