Research Data

Dataset for: Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development?

Author(s) / Creator(s)

Fütterer, Tim
Lachner, Andreas
Scheiter, Katharina
Stürmer, Kathleen
Hector Research Institute of Education Sciences and Psychology, University of Tübingen
Leibniz-Institut für Wissensmedien

Abstract / Description

To unfold the potential of learning with technology in classrooms, teachers must be prepared to integrate it meaningfully and with high instructional quality. Professional development (PD) is an important avenue for preparing in-service teachers to integrate technology into their teaching. Whereas existing research indicates that teachers’ motivation predicts classroom technology use and participation in PD, knowledge about other predictors (e.g., technology-related knowledge and personality) is scarce. This scarcity is surprising because technology-related prior knowledge and, for example, conscientiousness are especially important in systems in which teachers choose PD voluntarily. In this study, we analyzed unique data from 321 in-service teachers whose schools were randomized to receive one-to-one technology. Using sequential linear and nonlinear regression, we examined the extent to which teachers’ will, skills, and conscientiousness simultaneously (rather than separately) predicted their intentions to participate in technology-related PD. Controlling for important personal and contextual characteristics, we found robust evidence that the perceived utility of technology in classrooms was a stronger predictor of participation intentions than technology-related knowledge and conscientiousness. Contrary to existing assumptions, our findings illustrate that teachers should still be made aware of the utility of technology for instruction to strengthen their intentions to participate in technology-related PD.
Dataset for: Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, A. (2023). Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Computers & Education, 198, 104756. https://doi.org/10.1016/j.compedu.2023.104756

Keyword(s)

Teacher professional development Utility value Technological pedagogical knowledge Technological knowledge Conscientiousness

Persistent Identifier

Date of first publication

2020-04-17

Publisher

PsychArchives

Is referenced by

Citation

Fütterer, T., Lachner, A., Scheiter, K., Stürmer, K., Sciences, H. R. I. O. E., & Leibniz-Institut Für Wissensmedien. (2020). Dataset for: Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? [Data set]. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.2869
  • Author(s) / Creator(s)
    Fütterer, Tim
  • Author(s) / Creator(s)
    Lachner, Andreas
  • Author(s) / Creator(s)
    Scheiter, Katharina
  • Author(s) / Creator(s)
    Stürmer, Kathleen
  • Author(s) / Creator(s)
    Hector Research Institute of Education Sciences and Psychology, University of Tübingen
    en
  • Author(s) / Creator(s)
    Leibniz-Institut für Wissensmedien
    de_DE
  • PsychArchives acquisition timestamp
    2020-04-17T09:10:41Z
  • Made available on
    2020-04-17T09:10:41Z
  • Date of first publication
    2020-04-17
  • Abstract / Description
    To unfold the potential of learning with technology in classrooms, teachers must be prepared to integrate it meaningfully and with high instructional quality. Professional development (PD) is an important avenue for preparing in-service teachers to integrate technology into their teaching. Whereas existing research indicates that teachers’ motivation predicts classroom technology use and participation in PD, knowledge about other predictors (e.g., technology-related knowledge and personality) is scarce. This scarcity is surprising because technology-related prior knowledge and, for example, conscientiousness are especially important in systems in which teachers choose PD voluntarily. In this study, we analyzed unique data from 321 in-service teachers whose schools were randomized to receive one-to-one technology. Using sequential linear and nonlinear regression, we examined the extent to which teachers’ will, skills, and conscientiousness simultaneously (rather than separately) predicted their intentions to participate in technology-related PD. Controlling for important personal and contextual characteristics, we found robust evidence that the perceived utility of technology in classrooms was a stronger predictor of participation intentions than technology-related knowledge and conscientiousness. Contrary to existing assumptions, our findings illustrate that teachers should still be made aware of the utility of technology for instruction to strengthen their intentions to participate in technology-related PD.
    en
  • Abstract / Description
    Dataset for: Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, A. (2023). Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Computers & Education, 198, 104756. https://doi.org/10.1016/j.compedu.2023.104756
    en
  • Review status
    unknown
    en
  • Citation
    Fütterer, T., Lachner, A., Scheiter, K., Stürmer, K., Sciences, H. R. I. O. E., & Leibniz-Institut Für Wissensmedien. (2020). Dataset for: Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? [Data set]. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.2869
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/2485
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.2869
  • Language of content
    zxx
  • Publisher
    PsychArchives
    en
  • Is referenced by
    https://doi.org/10.1016/j.compedu.2023.104756
  • Is related to
    https://doi.org/10.23668/psycharchives.2870
  • Is related to
    https://doi.org/10.23668/psycharchives.2867
  • Is related to
    https://doi.org/10.1016/j.compedu.2023.104756
  • Keyword(s)
    Teacher professional development
    en
  • Keyword(s)
    Utility value
    en
  • Keyword(s)
    Technological pedagogical knowledge
    en
  • Keyword(s)
    Technological knowledge
    en
  • Keyword(s)
    Conscientiousness
    en
  • Title
    Dataset for: Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development?
    en
  • DRO type
    researchData
    en
  • Leibniz institute name(s) / abbreviation(s)
    IWM
    de_DE