Supporting Pre-service Science Teachers’ Beliefs, Self-confidence, and Attitudes Towards Technology Integration

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This study explored the beliefs, self-confidence, and attitudes of pre-service science teachers who enrolled in a teacher licensure course that focused on technology-integrated instruction. This course made explicit use of the RAT framework (Hughes, Thomas, & Scharber, 2006) by immersing teacher candidates in technology-integrated learning activities that replaced, amplified, or transformed the learning experience. Findings reveal positive changes in teacher candidates’ beliefs, self-confidence, and attitudes regarding technology-integrated instruction, even over the relatively short timespan of a semester-long instructional technology course. Their participation in course activities enabled candidates to develop a more sophisticated view of the role of technology integration in a science classroom, increase their self-confidence with bringing technology-integrated activities to their future students, and shift their attitudes toward a view of technology that included the potential for transformative learning.