The main purpose of this study was to examine the validity of the Teacher Intentions to Integrate Technology in Education Scale using pre-service teacher samples from three countries on three continents--Turkey, Spain and the United States.
Study participants were 550 pre-service teachers from three universities in Turkey, Spain and the USA (219, 209, and 122 respectively). All of the participants were junior and senior students enrolled in elementary teacher education programs.
More than 1,100 seventh through ninth grade science students validated the instrument, revealing eight scales: technological enrichment, inquiry learning, equity and friendliness, student cohesiveness, understanding and encouragement, competition and efficacy, audiovisual environment, and order, with alpha reliabilities ranging between 0.69 and 0.91 (0.93 for the entire questionnaire).
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Hierarchical regression analysis was conducted to examine the relative contribution of self-efficacy, outcome expectations and perceived school climate on pre-service teachers' intentions to integrate technology into their future classroom activities.
The external factor of school climate predicted pre-service teachers' intention to integrate technology in education in all three samples.
Data comprised pre- and post-measures of self-efficacy with the instrument validated in Study I.
The results showed, in particular, a significant increase in pre-service teachers’ beliefs in all three aspects of s© 2016 SITE.
Interestingly, outcome expectations scores did not make a statistically significant contribution to predicting pre-service teachers' intention to use technology in the US sample.
Given this study's findings, it is important to consider differences in technology integration intentions that exist in different countries, when conducting empirical research on teacher perceptions of using technology for teaching and learning.
Tiffany Royal, a fifth grade teacher, and Joyce Duryea, a special education teacher, co-teach for part of the school day. Their school has established a new program whereby many students with high-incidence disabilities (e.g., learning disabilities, mild mental retardation, mild behavior disorders) are placed full-time into general education classrooms with support from special education teachers. Tiffany Royal describes it this way, “I really wasn't sure what I was volunteering for when the principal asked me to participate.
I guess I had confidence that it would all somehow work out, and I knew I was working with a veteran special education teacher.
Through case studies, participants will have the opportunity to apply the content and work through some of the trade-offs and challenges inherent in program evaluation in public health and human services.
You will learn: Audience: Attendees with some background in evaluation, but who desire an overview and an opportunity to examine challenges and approaches.
Workshop and Course Descriptions Workshop 1: Introduction to Evaluation Offered: Sunday, June 4, a.m.- p.m.