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Attitudes and beliefs student teachers hold toward technology integration
The purpose of this cross-sectional survey study was to identify the attitudes and beliefs student teachers have towards technology use in education and identify the perceived skills students possess at teacher preparation institutions from one midwestern state. The population for this study included teacher candidates enrolled in their student teaching experience from 11 post-secondary institutions offering teacher certification programs. Four hundred seventy-six student teachers (N=476) responded to the survey. The instrument used was the Technology Disposition Scale for Teacher Education Students, TDS-T. The instrument included two subscales, technology predisposition and technology competence. Within the subscale of technology predisposition, 4 factors were examined: beliefs in long-term value of technology, technology self-concept consisting of self-confident and self-controllability, technology attitudes toward usage, and beliefs in short-term value of technology. A statistically significant correlation was found between technology ownership and technology disposition, r(429) = .29, p<.01. An independent-samples t-test was conducted to compare overall technology disposition for females and males and no significant difference was found, t = (428) = .88, p = .378. A statistically significant correlation between perceived technology competence and overall technology disposition was found using a Pearson's correlation, r(429) = .61, p<.01. There were no statistically significant difference between group means in the technology disposition among the five certification areas as determined by a one-way ANOVA F(4, 434) = .67, Mse = 81.43, p =.614. As a result of these findings, it would appear that ownership of technologies and higher self-perceived competency positively associates with the candidates overall technology disposition.
Teacher education|Educational technology|Higher education
Karr, Darci L, "Attitudes and beliefs student teachers hold toward technology integration" (2014). ETD collection for University of Nebraska - Lincoln. AAI3665955.