The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

被引:4
作者
Banas, Jennifer R. [1 ]
York, Cindy S. [2 ,3 ]
机构
[1] NE Illinois Univ, Coll Educ, Chicago, IL 60625 USA
[2] NE Illinois Univ, Dept Educ Technol Res Assessment, De Kalb, IL 60115 USA
[3] AECT, Div Distance Learning, Bloomington, IN 47404 USA
关键词
Authentic Learning; Motivation; Pre-Service Teachers; Task Value; Technology Integration;
D O I
10.4018/ijicte.2014070105
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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 selfefficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.
引用
收藏
页码:60 / 76
页数:17
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