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Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/142466

Title:	Preservice teachers’ intention for constructivist ICT integration: implications from their internet epistemic beliefs and internet-based learning self-efficacy
Authors:	洪煌堯 Hong, Huang-Yao Lee, Yuan-Hsuan
Contributors:	教育系
Keywords:	Epistemic belief;self-efficacy;technology integration;preservice teacher;21st competencies
Date:	2024-02
Issue Date:	2022-10-20 16:28:21 (UTC+8)
Abstract:	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.
Relation:	Interactive Learning Environments, Vol.32, No.1, pp.102-114
Data Type:	article
DOI link:	https://doi.org/10.1080/10494820.2022.2078986
DOI:	10.1080/10494820.2022.2078986
Appears in Collections:	[Department of Education] Periodical Articles

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