Journal
COMPUTERS & EDUCATION
Volume 81, Issue -, Pages 49-58Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2014.09.008
Keywords
ICT in education; Pre-service teacher; Theory of planned behaviour; SEM
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This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers' intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with preand post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers' TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers' attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in preservice teachers' self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB. (C) 2014 Elsevier Ltd. All rights reserved.
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