Validation of the Intrapersonal Technology Integration Scale: Assessing the Influence of Intrapersonal Factors that Influence Technology Integration

Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology into their instructional practices. To date,...

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Bibliographic Details
Published inComputers in the schools Vol. 25; no. 1-2; pp. 98 - 111
Main Authors Niederhauser, Dale S., Perkmen, Serkan
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.01.2008
Routledge
Subjects
Computer Attitudes
Computer Uses in Education
Correlation
Educational Technology
Electronic Learning
interest
Measures (Individuals)
outcome expectations
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Social Cognition
Social Cognitive Career Theory
Teacher Attitudes
Teacher Characteristics
Teaching Methods
technology integration
Test Construction
Test Reliability
Test Validity
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Summary:Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology into their instructional practices. To date, instruments developed to examine the relationships among these factors have focused primarily on measuring self-efficacy. The Intrapersonal Technology Integration scale was developed to expand our understanding of intrapersonal cognitive variables that affect teachers' predispositions toward integrating technology into their teaching.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
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ISSN:0738-0569
1528-7033
DOI:10.1080/07380560802157956