ICT integration in the classroom: Challenging the potential of a school policy
Computers & Education
Implementing institutional online assessment - addressing the challenges
ICHL'10 Proceedings of the Third international conference on Hybrid learning
Factors related to pedagogical beliefs of teachers and technology integration
Computers & Education
Teachers' acceptance and use of an educational portal
Computers & Education
Little experience with ICT: Are they really the Net Generation student-teachers?
Computers & Education
A path model for technology integration into elementary school settings in Turkey
Computers & Education
Web-supported effective human rights, democracy and citizenship education?
Computers & Education
Teachers' attitude regarding the use of ICT. A factor reliability and validity study
Computers in Human Behavior
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Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers' gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N=727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.