This study developed, validated, and utilized the Technology Integrated Classroom Inventory (TICI) to examine technology-integrated science learning environments as perceived by secondary school students and teachers.
Using technology-oriented classroom climate instruments and considering the science classroom’s characteristics, TICI was developed.
The main purpose of this study was to examine the validity of the Teacher Intentions to Integrate Technology in Education Scale using pre-service teacher samples from three countries on three continents--Turkey, Spain and the United States.
Study participants were 550 pre-service teachers from three universities in Turkey, Spain and the USA (219, 209, and 122 respectively). All of the participants were junior and senior students enrolled in elementary teacher education programs.
Specifically, this study compared pre-service teachers' self-efficacy, outcome expectations, intentions (internal factors) and perceived school climate (external factor) for technology integration in education in these countries.
The results of confirmatory factor analysis in this study supported the construct validity of the scale in all three samples.
TICI offers additional utilities for technology-enriched science leaning environments.
This paper reports on two studies designed to examine pre-service teachers’ self-efficacy beliefs.
Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration.
This is my second year teaching in an inclusion classroom and I love it.
I think all of the children in my room benefit from it.