Abstract
This study aimed to validate a second-order structural equation model and to predict the relevance of and relationships among four factors (i.e., teacher education programs, experiences from field-based practicums, psychological factors, and the implementation of technology integration). Each factor consisted of three subfactors, and a questionnaire involving the 12 subfactors was developed and completed by 362 Taiwanese pre-service teachers during internships. Data analysis reveals that the obtained data did not violate univariate normality and multivariate normality assumptions. The measurement instrument exhibited construct validity and discriminant validity. The evaluative results demonstrate an adequate fit to the second-order structural model. Furthermore, teacher education programs and psychological factors exerted a substantially positive influence on the implementation of technology integration, whereas field-based experiences exerted only a small effect.
| Original language | English |
|---|---|
| Pages (from-to) | 65-79 |
| Number of pages | 15 |
| Journal | Australasian Journal of Educational Technology |
| Volume | 32 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2016 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
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Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers. / Liu, Shih Hsiung.
In: Australasian Journal of Educational Technology, Vol. 32, No. 3, 01.01.2016, p. 65-79.Research output: Contribution to journal › Article
TY - JOUR
T1 - Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers
AU - Liu, Shih Hsiung
PY - 2016/1/1
Y1 - 2016/1/1
N2 - This study aimed to validate a second-order structural equation model and to predict the relevance of and relationships among four factors (i.e., teacher education programs, experiences from field-based practicums, psychological factors, and the implementation of technology integration). Each factor consisted of three subfactors, and a questionnaire involving the 12 subfactors was developed and completed by 362 Taiwanese pre-service teachers during internships. Data analysis reveals that the obtained data did not violate univariate normality and multivariate normality assumptions. The measurement instrument exhibited construct validity and discriminant validity. The evaluative results demonstrate an adequate fit to the second-order structural model. Furthermore, teacher education programs and psychological factors exerted a substantially positive influence on the implementation of technology integration, whereas field-based experiences exerted only a small effect.
AB - This study aimed to validate a second-order structural equation model and to predict the relevance of and relationships among four factors (i.e., teacher education programs, experiences from field-based practicums, psychological factors, and the implementation of technology integration). Each factor consisted of three subfactors, and a questionnaire involving the 12 subfactors was developed and completed by 362 Taiwanese pre-service teachers during internships. Data analysis reveals that the obtained data did not violate univariate normality and multivariate normality assumptions. The measurement instrument exhibited construct validity and discriminant validity. The evaluative results demonstrate an adequate fit to the second-order structural model. Furthermore, teacher education programs and psychological factors exerted a substantially positive influence on the implementation of technology integration, whereas field-based experiences exerted only a small effect.
UR - http://www.scopus.com/inward/record.url?scp=84982241910&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84982241910&partnerID=8YFLogxK
U2 - 10.14742/ajet.2139
DO - 10.14742/ajet.2139
M3 - Article
AN - SCOPUS:84982241910
VL - 32
SP - 65
EP - 79
JO - Australasian Journal of Educational Technology
JF - Australasian Journal of Educational Technology
SN - 1449-5554
IS - 3
ER -