The Integrative Model of Behavior Prediction to Explain Technology Use in Post-graduate Teacher Education Programs in the Netherlands

Abstract

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology such as computers, WiFi, electronic whiteboards, virtual learning environments and presentation software was commonly used, but more advanced or innovative technology was less common. In addition, the psychological Integrative Model of Behavior Prediction of Fishbein and Azjen was applied to explain differences between teacher educators in the use of both hardware and software in teacher education. Teacher educators' positive attitudes toward technology in education were significantly related to the extent to which hardware facilities were used to support teacher training pedagogy. Perceived norm largely explained differences in the extent to which software applications were used. However, both aspects were moderated by teacher educators' gender and teaching experience showing that female teacher educators and experienced teacher eduactors reported to use technology in teacher education more than other teacher educators. Soft-and hardware conditions and self-efficacy in technology did not add much explanatory power. Implications for technology use in post-graduate teacher training are formulated.

Factors influencing teachers’ intentions to integrate smartphones in language lessons

“…These results fitted in with other studies using raa and its predecessors. Attitude having the strongest influence on intention was seen many times before and a significant influence from only two out of the three proximal variables was also seen in previous studies (Admiraal et al, 2013;Kreijns et al, 2013;Lee et al, 2010;Sugar, Crawley, & Fine, 2004;Teo & Lee, 2010). Interestingly in this study, when the first hypothesis was tested again on the subgroup of smartphone owners, perceived norm no longer had a significant influence but perceived behavioural control did.…”

Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach

“…In the Netherlands, teaching in school is already a significant part of the teacher preparation programmes. This might support more student teachers' understanding of the substantive relationship between technology, pedagogy, learning, learners and learning outcomes, although recent research into the Dutch context does not suggest this; Dutch student teachers and teachers in primary and secondary education were generally not satisfied with how they were prepared for teaching with technology (Admiraal, Lockhorst, Smit, & Weijers, 2013;Hovius & van Kessel, 2013).…”

“…The results from a study on ICT in Dutch teacher education programmes (Admiraal et al, 2013) suggest that both school teachers and teacher educators generally need to improve their own knowledge of and skills in technologyintegrated subject teaching. This implication for the professional development of educators is consistent with conclusions from Wetzel et al (2014), who found that teacher candidates advised teacher educators to feature more hand-on opportunities, modelling, and technological and pedagogical content knowledge.…”

Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology

“…Because intention to use technology was perceived as a behaviour that could be influenced by beliefs and skills (such as self-efficacy and technology integration) this subscale was ideal. Moreover, this model has been used recently to explain preservice teachers' intentions to use technology (Admiraal, Lockhorst, Smit, & Weijers, 2013Kreijns,Vermeulen, Kirschner, Van Buuren, & Van Acker, 2013. Computing the mean score for all three items created a singular intention variable.…”