Exherent and Inherent Value Beliefs about Technology: Missing Pieces in the Puzzle of Technology Integration?

  • Saadet Korucu-Kis Necmettin Erbakan University, Department of English Language Teaching, 42090 Meram, Konya, Turkey
  • Kemal Sinan Ozmen Gazi University, Faculty of Education, 06500 Besevler, Ankara, Turkey

Abstract

The preparation of student teachers in terms of integrating technology into curricula has been an essential element of second language teacher education programs in order to address to the evolving needs of the 21st century learners. Therefore, the issue of student teachers’ perspectives on technology integration has been a focus of attention for many years. However, research shows that student teachers do not feel well prepared to use technology in their future classrooms. Adopting a constructivist grounded theory approach to delve into this familiar situation, the study aimed to provide further insight on factors related to student teachers’ uptake of technology. A comprehensive survey was conducted to 814 student teachers in 18 different universities and four concomitant interviews were held with 20 student teachers in 4 different universities. The study has come up with two new perspectives on belief-related barriers and extends the existing research on student teachers’ concerns about their incompetency in making successful use of technology for instructional purposes. The implications arising from these findings for teacher education programs are discussed.

Published
2019-03-08
How to Cite
KORUCU-KIS, Saadet; OZMEN, Kemal Sinan. Exherent and Inherent Value Beliefs about Technology: Missing Pieces in the Puzzle of Technology Integration?. International Journal of Educational Technology, [S.l.], v. 6, n. 1, p. 1-11, mar. 2019. ISSN 2476-0730. Available at: <https://educationaltechnology.net/ijet/index.php/ijet/article/view/92>. Date accessed: 21 sep. 2019.
Section
Original Article