Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

Salah Zogheib
Copyright: © 2015 |Pages: 13
DOI: 10.4018/IJICTE.2015070107
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Abstract

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers' self-efficacy, control of learning beliefs, value-related beliefs--intrinsic goal orientation, extrinsic goal orientation, and task value--prior computer technology experience, frequency of computer use for general purposes, and computer use in single computer courses. Participants in the study were 227 preservice teachers enrolled in a one year bachelor's of education program. Regression analyses yielded significant results about the frequency of computer use for general purposes and intrinsic goal orientation. Self-efficacy and prior computer technology experience were significantly correlated with computer use in single computer courses. The findings send a clear message about the necessity to consider preservice teachers' beliefs, personal use of computer technology, and prior computer technology experience when designing computer courses.
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Literature Review

Research in the field has mainly focused either on preservice teachers’ intentions to use computer technology in their future classrooms (e.g., (Ertmer, 2005; Hermans, et al. 2008; Kim, Jain, Westhoff, & Rezabek, 2008; Niederhauser & Perkmen, 2008), technology use during practicum (Sang et al., 2010) or attitudes and beliefs related to computer courses ((Teo, 2009; Wang, Ertmer & Newby, 2004). To the knowledge of the researcher, investigating computer use in computer training courses was either undermined or ignored.

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