The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017

Abstract

This study examines the effect of teacher education courses for technology integration (TECTI) on preservice teacher attitudes and beliefs from 2007–2017. Technology attitudes are the affective stances leading to observable technology integration behaviors. Technology beliefs are the pedagogical beliefs on teaching and learning with technology. Subgroup analyses were executed to examine course design features (e.g., observation) within TECTI and study features theorized to moderate outcomes. The process examined k = 34 and k = 12 independent effect sizes for attitudes and beliefs, respectively. This results showed significant, positive effect of the effect size (ES) on attitudes at ES 0.646 (CI 0.477, 0.815), and beliefs at ES 0.302 (CI 0.008, 0.596) using random-effects models. The subgroup analyses showed some significant results. A full discussion with limitations and future research is provided.

Keywords:

• Technology integration
• preservice teachers
• attitudes
• beliefs
• meta-analysis
• P12
• education

Additional information

Notes on contributors

Matthew L. Wilson

Dr. Matthew L. Wilson is an assistant professor of instructional technology in Kennesaw State University’s Bagwell College of Education. His research focuses on preparing P12 preservice and in-service teachers to integrate technology into teaching and learning, as well as educational gaming and the application of technology to improve P12 literacy outcomes.