The Integrative Model of Behavior Prediction to Explain Technology Use in Post-graduate Teacher Education Programs in the Netherlands

TLDR

The study examined technology use in post‑graduate teacher training programs in the Netherlands. A questionnaire of 111 teacher educators from 12 Dutch universities was analyzed using Fishbein and Ajzen’s Integrative Model of Behavior Prediction to explain differences in hardware and software use. Positive attitudes toward technology predicted greater hardware use, while perceived norms explained software use; self‑efficacy and contextual conditions added little explanatory power, leading to implications for technology use in post‑graduate teacher training.

Abstract

This study examined technology in post-graduateteacher training programs in the Netherlands. A questionnaire was completed by111 teacher educators from 12 Dutch universities with a post-graduate teachertraining. The psychological Integrative Model of Behavior Prediction ofFishbein and Azjen was applied to explain differences between teacher educatorsin the use of both hardware and software in teacher education. In addition to teachereducators' gender, age and teaching experience, their positive attitudes towardtechnology in education were significantly related to the extent to which hardwarefacilities were used to support teacher training pedagogy. Perceived norm largelyexplained differences in the extent to which software applications were used. Soft-and hardware conditions and self-efficacy in technology did not add muchexplanatory power. Implications for technology use in post-graduate teachertraining are formulated.