TY - JOUR
T1 - Towards technology integration
T2 - The impact of motivational and volitional email messages
AU - Kim, Chan Min
AU - Keller, John M.
PY - 2011/2/1
Y1 - 2011/2/1
N2 - The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive attitudes toward technology integration than the group provided with placebo messages even though there was no difference in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers' positive attitudes toward technology integration. Implications for the design and development of interventions or systems for technology integration are discussed and further research is recommended.
AB - The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive attitudes toward technology integration than the group provided with placebo messages even though there was no difference in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers' positive attitudes toward technology integration. Implications for the design and development of interventions or systems for technology integration are discussed and further research is recommended.
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U2 - 10.1007/s11423-010-9174-1
DO - 10.1007/s11423-010-9174-1
M3 - Article
AN - SCOPUS:79551683051
SN - 1042-1629
VL - 59
SP - 91
EP - 111
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
IS - 1
ER -