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dc.date.accessioned2018-04-06T15:28:51Z
dc.date.available2019-11-04T23:45:56Z
dc.date.created2017-11-08T11:38:34Z
dc.date.issued2018
dc.identifier.citationScherer, Ronny Tondeur, Jo Siddiq, Fazilat Baran, Evrim . The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modelling approaches. Computers in Human Behavior. 2018
dc.identifier.urihttp://hdl.handle.net/10852/61458
dc.description.abstractA large body of literature suggests that attitudes toward technology and its educational use are important determinants of technology acceptance and integration in classrooms. At the same time, teachers' Technological, Pedagogical, and Content Knowledge (TPACK) facilitates the meaningful use of technology for educational purposes. Overall, attitudes toward technology and TPACK play a critical role for technology integration and have been in the focus of many empirical studies. Albeit the attention that has been paid to these two concepts, their relation has not been fully understood. The present study contributes to the advancement of this understanding by examining the relations between three core technology attitudes (i.e., general attitudes towards ICT, attitudes towards ICT in education, and ease of use) and TPACK self-efficacy beliefs, based on a sample of N = 688 Flemish pre-service teachers in 18 teacher-training institutions. Using a variety of structural equation modeling approaches, we describe the TPACK-attitudes relations from multiple perspectives and present a substantive-methodological synergism. The analyses revealed that the attitudes toward technology and TPACK self-beliefs were positively related; yet, differences across the attitudes and TPACK dimensions existed, pointing to the delineation of general and educational perspectives on the use of ICT.en_US
dc.languageEN
dc.titleThe importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modelling approachesen_US
dc.typeJournal articleen_US
dc.creator.authorScherer, Ronny
dc.creator.authorTondeur, Jo
dc.creator.authorSiddiq, Fazilat
dc.creator.authorBaran, Evrim
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode1
dc.identifier.cristin1512176
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Computers in Human Behavior&rft.volume=&rft.spage=&rft.date=2018
dc.identifier.jtitleComputers in Human Behavior
dc.identifier.doihttp://dx.doi.org/10.1016/j.chb.2017.11.003
dc.identifier.urnURN:NBN:no-64070
dc.type.documentTidsskriftartikkelen_US
dc.source.issn0747-5632
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/61458/1/Scherer_et_al_2018-CHB.pdf
dc.type.versionSubmittedVersion


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