Preservice teachers' perceptions of their values and expectations regarding technology-integrated experiences in a secondary methods course



Journal Title

Journal ISSN

Volume Title


Texas Tech University


This qualitative study explored secondary level preservice teachers' expectancies and values related to technology-integrated experiences (TIEs) in their preservice education. This study provides insights for higher education curricula planners and teachers to prepare preservice teachers to effectively integrate technology in their own classrooms (Stuhlmann & Taylor, 1999; Maeers, Browne, & Cooper, 1999; Widmer & Amberger, 1994). McCoy (1998) and Fife (2000) reported the need for technologyintegrated experiences within several preservice education courses, as well as more research directly related to preservice teachers' perceptions.

Wigfield and Eccles' (2000) expectancy-value theoretical framework in conjunction with a phenomenographical research approach guided the investigation. The expectancy-value theory (Wigfield & Eccles, 2000; Kellenberger, 1996) opened a speciíîc window into the preservice teachers' perceptions of their future actions and various value needs regarding technology integration.

The first research question explored participants' expectations and values directly related to their educational TIEs that prompt them to engage in TIEs achievement related choices. The second question revealed the participants' recommendations for TIEs in methods courses, as well as a TIEs approach for effective practice in methods courses.

A criterion-based survey, based upon the expectancy-value theoretical framework, revealed eight participants from a purposively sampled pool. These students were enrolled in their fínal semester of curriculum and methods coursework before student teaching.

The constant comparison method and QSR NVivo software assisted in the exploration of data obtained from four individual interview sessions, field notes, and four focus group sessions. Emergent themes signified the essence of the preservice teachers' TIEs.