Date of Award

2003

Degree Type

Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Kellenberger, D.

Keywords

Education, Curriculum and Instruction.

Rights

CC BY-NC-ND 4.0

Abstract

The study investigated the relationship between preservice teachers' attitudes, achievement-, and value-related motivational beliefs about the Internet and their perceived likelihood to use it in instruction. Attitudes investigated preservice teachers' confidence and liking of the Internet. Achievement-related beliefs were examined within a motivational framework that described preservice teachers' actual knowledge and perceived experience about the Internet. Value-related beliefs were constructed from six measures for which the Internet would be valuable: personal needs, future career goals, a partner, children, future students, and society in general. Likelihood of using the Internet in instruction focused on teaching needs, students' learning, and differential access to resources. The sample consisted of 70 teachers enrolled in the one year consecutive P/J and J/I preservice program at the Faculty of Education, University of Windsor, during the 2001/2002 academic year. Thirty-five of the participants had a partner and 23 had children. Data was collected at the end of the program. A questionnaire served as the data collection instrument. Overall, three out of the four independent variables were found to be significantly related to future Internet use: attitudes, perceived experience, and perceived value. Perceived values were the most dominant predictors of almost every item of Internet use. Perceived experience was only a significant predictor for creating a homepage for students to use. Attitudes was only a significant predictor when access was restricted to the school. Surprisingly, actual knowledge was never a main predictor of future Internet use. Possible implications for preservice programs are indicated. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2003 .Z64. Source: Masters Abstracts International, Volume: 42-02, page: 0379. Adviser: David Kellenberger. Thesis (M.Ed.)--University of Windsor (Canada), 2003.

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