Preservice teachers’ intention for constructivist ICT integration: implications from their Internet epistemic beliefs and internet-based learning self-Efficacy

ABSTRACT

Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers’ intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preservice teachers in Taiwan. Analysis results showed that stronger IBLSE predicted higher intention for constructivist ICT integration into instructional practices. Believing that the Internet-based information is fragmented (structure belief) and requires justification from multiple sources (justification belief) was associated with higher IBLSE. The structure and justification beliefs also indirectly correlated with the intention of constructivist ICT integration via preservice teachers' IBLSE. Findings can inform instructional practices and interventions pertinent to enhancing preservice teachers’ IEB and IBLSE to promote their future constructivist ICT integration in their instruction.

KEYWORDS:

• Epistemic belief
• self-efficacy
• technology integration
• preservice teacher
• 21st competencies

Acknowledgment

This study was funded by Ministry of Science and Technology in Taiwan under grant numbers MOST MOST109-2511-H-004 −002 -MY3 and MOST 110-2525-H-007-001-MY4.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 Uncertainty was not related to IBLSE and intention for constructivist ICT integration in all the tested models. Therefore, it was removed from the analysis.

Additional information

Funding

This work was supported by Ministry of Science and Technology, Taiwan: [Grant Number 109-2511-H-004 −002 -MY3,110-2525-H-007-001-MY4].

Notes on contributors

Yuan-Hsuan Lee

Yuan-Hsuan Lee is an associate professor at National Tsing Hua University, Taiwan. Her primary research interest focuses on epistemic prompts and strategy interventions for online multiple-document reading as well as teacher agency and teacher education.

Huang-Yao Hong

Huang-Yao Hong is a professor in the Department of Education, National Cheng-Chi University, Taiwan. His research focuses on knowledge building in computer supported multimedia environments and related design issues.