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Based on Bandura's (1997) social learning theory, this research argues that preservice teachers will use computer-based technology in ways similar to the ways their college/university instructors' modeled computer-based technology in the classroom when the preservice teachers become teachers in the future. The purpose of this study is to identify whether preservice teachers' perceptions of faculty modeling of computer-based technology will have any relationship with preservice teachers' intent of using computer-based technology in educational settings.
The participants in this study are preservice teachers who are enrolled in "Teaching with Microcomputers" class at a major university in Rocky Mountains. This course mirrors the first International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) profile, General Preparation. Therefore, the participants in this study will represent preservice teachers who are taking the first instructional technology course of the ISTE NETS General Preparation. The population for this research consists of preservice teachers currently in teacher education programs at a four year university and currently enrolled in a technology integration course.
For the study, two survey instruments were utilized to collect the data from the participants. The first instrument to be used was the Preservice Teachers' Perceptions of Faculty Modeling Survey (PTPFMS). The PTPFMS was prepared by the researcher and has 24 items. The first part of the survey makes a distinction between teacher-centered and student-centered perceptions of faculty use of technology. The second part of the survey distinguishes between teacher-centered and student-centered perceptions of role of technology use for delivering course information. PTPFMS included three demographic question items pertaining to the participants' gender, age and major. Major included two categories; elementary education and secondary education.
The second instrument was the 24 items Intent to Use Computer-based Technology Survey (ITUCTS). ITUCTS was adopted from the writings of Bichlmeyer, Reinhart, and Monson (2001) and Wang (2001). The ITUTS is designed to measure beliefs about the teacher's role in teaching with technology. The survey makes a distinction between teacher-centered and student-centered use and role of technology.
Independent variables were preservice teachers' perceptions of faculty modeling of using computer-based technology and its four dimensions as well as gender, age and major. Dependent variables are preservice teachers' intent to use technology and its four dimensions. The analysis showed that except preservice teachers' major, all the other factors of faculty modeling, gender, and age influence their intent to use computer-based technology when they become inservice teachers.