Technology value -beliefs and technology skill self-efficacy of preservice teachers: A measurement and structural model.

摘要

This study was conducted to provide evidence of factor scale validity and reliability for an instrument that measures constructs to demonstrate motivation to use technology in learning and future teaching among preservice teachers. The study also attempted to uncover structural relationships, using Structural Equation Modeling analysis between gender, prior technology experience, and opportunities to integrate technology in a project-based environment, with the dependent variables technology skill self-efficacy and value-beliefs.;The results of this study revealed factor scale validity and reliability using the instrument. The structural model revealed relationships between gender, technology value-beliefs and skill self-efficacy. More specifically gender analysis revealed that females had higher value-beliefs for technology and less technology skill self-efficacy than males. Males were found to have higher technology skill self-efficacy and lower value-beliefs. Other important structural relationships found revealed that opportunities to integrate technology in project-based learning situation was a predictor of both technology value-beliefs and skill self-efficacy. Finally there was a predictive relationship discovered for technology skill self-efficacy with prior experience using technology in a problem-based environment. Implications and suggestions for further research are discussed.