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題名 Preservice teachers’ intention for constructivist ICT integration: implications from their internet epistemic beliefs and internet-based learning self-efficacy
作者 洪煌堯
Hong, Huang-Yao
Lee, Yuan-Hsuan
貢獻者 教育系
關鍵詞 Epistemic belief; self-efficacy; technology integration; preservice teacher; 21st competencies
日期 2022-06
上傳時間 20-Oct-2022 16:28:21 (UTC+8)
摘要 Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers’ intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preservice teachers in Taiwan. Analysis results showed that stronger IBLSE predicted higher intention for constructivist ICT integration into instructional practices. Believing that the Internet-based information is fragmented (structure belief) and requires active construction (source belief) was associated with higher IBLSE. The structure and source beliefs also indirectly correlated with the intention of constructivist ICT integration via preservice teachers’ IBLSE. Findings can inform instructional practices and interventions pertinent to enhancing preservice teachers’ IEB and IBLSE to promote their future constructivist ICT integration in their instruction.
關聯 Interactive Learning Environments
資料類型 article
DOI https://doi.org/10.1080/10494820.2022.2078986
dc.contributor 教育系
dc.creator (作者) 洪煌堯
dc.creator (作者) Hong, Huang-Yao
dc.creator (作者) Lee, Yuan-Hsuan
dc.date (日期) 2022-06
dc.date.accessioned 20-Oct-2022 16:28:21 (UTC+8)-
dc.date.available 20-Oct-2022 16:28:21 (UTC+8)-
dc.date.issued (上傳時間) 20-Oct-2022 16:28:21 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142466-
dc.description.abstract (摘要) Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers’ intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preservice teachers in Taiwan. Analysis results showed that stronger IBLSE predicted higher intention for constructivist ICT integration into instructional practices. Believing that the Internet-based information is fragmented (structure belief) and requires active construction (source belief) was associated with higher IBLSE. The structure and source beliefs also indirectly correlated with the intention of constructivist ICT integration via preservice teachers’ IBLSE. Findings can inform instructional practices and interventions pertinent to enhancing preservice teachers’ IEB and IBLSE to promote their future constructivist ICT integration in their instruction.
dc.format.extent 109 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Interactive Learning Environments
dc.subject (關鍵詞) Epistemic belief; self-efficacy; technology integration; preservice teacher; 21st competencies
dc.title (題名) Preservice teachers’ intention for constructivist ICT integration: implications from their internet epistemic beliefs and internet-based learning self-efficacy
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1080/10494820.2022.2078986
dc.doi.uri (DOI) https://doi.org/10.1080/10494820.2022.2078986