AbstractsEducation Research & Administration

Development of Technology Knowledge and Beliefs: Does Instructional Modality Matter?

by Abby Brown

Institution: Creighton University
Year: 2015
Record ID: 2060167
Full text PDF: http://hdl.handle.net/10504/68611


Despite an increased focus on classroom technology integration in the United States, most teachers do not effectively integrate technology in their classrooms. Many factors influence a teacher???s choice or ability to integrate technology in the classroom, including his or her technology knowledge and beliefs about technology. This study investigated the technology knowledge and beliefs of undergraduate online and face-to-face pre- service teachers enrolled at one university. Participants completed two surveys presented concurrently via a web-based survey tool. The surveys measured self-reported technology knowledge and technology beliefs. Nonparametric tests were run to determine if there were statistically significant differences between the online and face- to-face pre-service teacher groups for two scales and 10 total subscales, but none were found. However, there were statistically significant findings regarding 1) modality for three individual items from the technology knowledge scale, 2) outcome expectations and technology beliefs, 3) self-efficacy and technology knowledge, and 4) age and pedagogical knowledge. These findings are important for teacher educators so they can purposefully provide learning experiences that positively influence the technology knowledge and beliefs of pre-service teachers in an effort to increase the likelihood of those students integrating technology in their future classrooms. Keywords: technology integration, technology knowledge, technology beliefs