Search results for: Ertmer Peggy
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Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions
An expanded version of the Decomposed Theory of Planned Behavior, which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice middle school teachers to use educational technologies (ET) in their future classrooms.
Updated: Feb. 26, 2017
Exploring Factors that Predict Preservice Teachers’ Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
This research investigated factors that predict preservice teachers’ intentions to use Web 2.0 technologies in their future classrooms. Results indicate that positive attitudes and perceptions of perceived usefulness are significant predictors of preservice teachers’ intentions to use Web 2.0 technologies. Additional findings indicate that preservice teachers intend to use blogs, wikis, and social networking in their future classrooms to improve student learning, student-student and student-teacher interaction, collaborative learning, student writing ability, and sharing content knowledge.
Updated: Feb. 29, 2016
In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, the authors discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Implications are discussed in terms of both teacher education and professional development programs.
Updated: Jun. 29, 2010
Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
A study was conducted to examine preservice teachers' pedagogical beliefs toward technology, compared to those held by teacher educators. Results reveal that at the semester's end, preservice teachers' nonlearner-centered beliefs about learning and teaching decreased. However, their nonlearner-centered beliefs about learners increased. Furthermore, taking an introductory educational technology course was found to be helpful in improving preservice teachers’ technology attitudes related to educational benefits.
Updated: Feb. 12, 2008