The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

Autor/inn/en	Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne
Titel	The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands
Quelle	In: International Journal of Higher Education, 2 (2013) 4, S.172-178 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Teacher Education; Technology Uses in Education; Graduate Study; Questionnaires; Teacher Educators; Models; Computer Software; Computers; Teacher Attitudes; Computer Attitudes; Gender Differences; Teaching Experience; Self Efficacy; Measures (Individuals); Interviews; Regression (Statistics); Predictor Variables; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fragebogen; Teacher education; Education; Analogiemodell; Digitalrechner; Lehrerverhalten; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Messdaten; Interviewing; Interviewtechnik; Regression; Regressionsanalyse; Prädiktor; Statistische Analyse; Niederlande
Abstract	This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology such as computers, WiFi, electronic whiteboards, virtual learning environments and presentation software was commonly used, but more advanced or innovative technology was less common. In addition, the psychological Integrative Model of Behavior Prediction of Fishbein and Azjen was applied to explain differences between teacher educators in the use of both hardware and software in teacher education. Teacher educators' positive attitudes toward technology in education were significantly related to the extent to which hardware facilities were used to support teacher training pedagogy. Perceived norm largely explained differences in the extent to which software applications were used. However, both aspects were moderated by teacher educators' gender and teaching experience showing that female teacher educators and experienced teacher eduactors reported to use technology in teacher education more than other teacher educators. Soft- and hardware conditions and self-efficacy in technology did not add much explanatory power. Implications for technology use in post-graduate teacher training are formulated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01