Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology

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

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, s...

a comparison of teachers and supervisors, with respect to teacher efficacy and reflection

supervisors play an undeniable role in training teachers, before starting their professional experience by preparing them, at the initial years of their teaching by checking their work within the proper framework, and later on during their teaching by assessing their progress. but surprisingly, exploring their attributes, professional demands, and qualifications has remained a neglected theme i...

Teachers and Technology: Enhancing Technology Competencies for Preservice Teachers

Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice

How Teacher Educators’ Beliefs and Technology Uses Relate to Preservice Teachers’ Beliefs and Attitudes toward Technology

Beliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999, 2005). Additionally, attitudes toward technology can influence teachers’ technology uses (Myers & Halpin, 2002; Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teachi...