{"id":1230,"date":"2021-11-04T08:32:04","date_gmt":"2021-11-04T12:32:04","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1230"},"modified":"2021-11-04T08:32:04","modified_gmt":"2021-11-04T12:32:04","slug":"1230","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1230","title":{"rendered":""},"content":{"rendered":"\n<p>Hawk, N. A., &amp; Nelson, M. J. (2020). The impact of field experiences on prospective preservice\u00a0teachers\u2019 technology integration beliefs and intentions.\u00a0<em>Teaching and Teaching Education, 89<\/em>.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.tate.2019.103006\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.tate.2019.103006<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cThis study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way interaction between the type, frequency, and quality of field technology observations predicted changes in beliefs and intentions. Beliefs about the utility of technology directly predicted intentions to use technology and intentions to use Meaningful Learning approaches to technology integration. Additionally, beliefs about technology\u2019s importance in education indirectly predicted both variables. Positive impacts of field experiences on beliefs and intentions only existed when prospective preservice teachers saw technology used frequently by skilled teachers using Meaningful Learning approaches.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hawk, N. A., &amp; Nelson, M. J. (2020). The impact of field experiences on prospective preservice\u00a0teachers\u2019 technology integration beliefs and intentions.\u00a0Teaching and Teaching Education, 89.\u00a0https:\/\/doi.org\/10.1016\/j.tate.2019.103006 Abstract: \u201cThis study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1230\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[492,513,562],"coauthors":[2301],"class_list":["post-1230","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-prospective-teacher","tag-preservice-teachers","tag-technology-integration","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1230","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1230"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1230\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1230"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1230"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1230"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1230"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}