Beyond self-efficacy: Measuring pre-service teachers' instructional technology outcome expectations

Abstract

The purpose of this study was to examine concurrent and construct validity for the Instructional Technology Outcome Expectation (ITOE) scale. Outcome expectation is an intrapersonal factor which influences individuals' motivation. In the present study, we examined outcome expectation beliefs with regard to integrating technology into teaching practice. Findings revealed that outcome expectation is a multifaceted construct consisting of three components (performance, self-evaluative and social outcome expectations), and that the ITOE scale shows good validity and psychometric properties. Use of the scale can help teacher educators and inservice providers more efficiently and effectively address outcome expectations as they help teachers integrate technology into their practice.