A Multivariate Model of Factors Influencing Technology Use by Preservice Teachers during Practice Teaching

Autor/in	Liu, Shih-Hsiung
Titel	A Multivariate Model of Factors Influencing Technology Use by Preservice Teachers during Practice Teaching
Quelle	In: Educational Technology & Society, 15 (2012) 4, S.137-149 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Technology Integration; Educational Technology; Teaching Methods; Student Teaching; Practicums; Education Courses; Preservice Teachers; Structural Equation Models; Multivariate Analysis; Preservice Teacher Education; Mentors; Secondary Education; Course Evaluation; College Instruction; Instructional Effectiveness; Predictor Variables; Statistical Analysis; Usability; Questionnaires; Student Surveys; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Fortbildungskurs; Multivariate Analyse; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Hochschullehre; Unterrichtserfolg; Prädiktor; Statistische Analyse; Fragebogen; Schülerbefragung
Abstract	Teacher education courses training and participating in school-based field practice are important processes for equipping preservice teachers with technology integration ability. However, preservice teachers still lack the ability and knowledge needed to teach successfully with technology. This paper investigates the significance of, and relationships between, process factors and their direct and indirect effects on technology integration and further tests a multivariate hypothesized model. Structural equation modeling was applied to model the relationships in a set of latent variables. A questionnaire was developed and validated to identify factors influencing technology integration by 401 preservice teachers in the practicum context. The analytical results reveal that teacher education courses fail to facilitate preservice teachers' technology integration in a practicum context. However, preservice teachers' experiences with mentors can help preservice teachers use technology while practicing teaching. Additionally, the resulting model had an adequate fit to observed relationships among factors influencing teacher technology use during practice teaching. The implication for teacher education is that technology should be integrated into core method courses, not limited to isolated courses. The research model can serve as a base model for future studies. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10