ERIC Number: EJ1168370
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
The Impact of Authentic Learning Exercises on Pre-Service Teachers' Motivational Beliefs towards Technology Integration
Banas, Jennifer R.; York, Cindy S.
International Journal of Information and Communication Technology Education, v10 n3 Article 5 p60-76 2014
A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.
Descriptors: Beliefs, Preservice Teachers, Student Attitudes, Technology Integration, Quasiexperimental Design, Predictor Variables, Questionnaires, Motivation, Learning Strategies, Lesson Plans, Middle School Teachers, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A