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Achieving educational technology standards: the relationship between student teacher's interest and institutional support offered
Author(s) -
Kadijevich Dj.
Publication year - 2006
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2006.00190.x
Subject(s) - psychology , mathematics education , path analysis (statistics) , professional development , sample (material) , positive attitude , special interest group , service (business) , pedagogy , social psychology , mathematics , computer science , operating system , statistics , chemistry , economy , chromatography , economics
Having in mind the need for an increased attention to the importance of pre‐service teacher development concerning technology, this study examined teachers' interest to attain educational technology standards (Interest) in terms of their computer attitude (Attitude) and the professional support they received to attain these standards (Support). The study used a sample of 39 mathematics student teachers and 62 elementary student teachers. The two groups only differed in Support favouring elementary student teachers, who, contrary to mathematics student teachers, received some basic instruction concerning ET standards.Despite these differences in Support, the two‐group path analysis applied revealed that, for both student teachers, the direct effects of Support on Attitude and of Attitude on Interest were positive and significant. On the other hand, the total and direct effects of Support on Interest, although positive, were insignificant. However, because of significant indirect effects, the impact of Support on Interest was mediated through Attitude in both groups. These findings support the view that in order to develop Interest, Support should focus on developing Attitude, which may hold true in general not depending on student teacher type and the level of Support. Implications for further research and (pre‐service) teacher professional development are examined.