Developing and validating the intention to use technology-enabled learning (I-TEL) scale

被引：6

作者：

Herring Watson, Jessica ^{[1
]}

Rockinson-Szapkiw, Amanda J. ^{[2
]}

机构：

[1] Univ Cent Arkansas, Coll Educ, Conway, AR 72035 USA

[2] Univ Memphis, Learning Design & Technol Program, Memphis, TN 38152 USA

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2023年 / 55卷 / 06期

关键词：

technology-enabled learning; instrument validation; affordances; preservice teachers; teacher education; PEDAGOGICAL CONTENT KNOWLEDGE; PRESERVICE TEACHERS; PLANNED BEHAVIOR; SELF-EFFICACY; ACCEPTANCE; BELIEFS; TPACK; INTEGRATION; CONSTRUCTIVIST; INSTRUMENT;

D O I：

10.1080/15391523.2022.2067798

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports on the development and initial validation of the Intention to Use Technology-enabled Learning (I-TEL) Scale. Data from 313 preservice teachers were used to examine the instrument's psychometric properties. Principal axis factoring (PAF) indicated a five-factor structure consisting of 22 items. The scale, as well as the subscales, indicated good internal consistency. Together, these tests indicate that the I-TEL is a valid and reliable instrument for measuring preservice teachers' intention to use technology-enabled learning (TEL). Implications for teacher education research and practice are discussed.

引用

页码：971 / 985

页数：15

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