[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593553-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-593553-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","pre-service-teachers-motivation-in-using-digital-technology-issue-3-article-7","Pre-service Teachers’ Motivation in Using Digital Technology - Issue 3 - Article 7","","Digital technology (DT) plays a significant role in modern education. This study investigated motivational goals of student teachers in initial teacher education in Singapore and how these goals shape their personal DT use and DT use in the classroom. Survey results from N=312 showed personal DT use exceeded classroom application, with females reporting higher performance goals. Structural equation modelling indicated learning goals related positively to both personal and classroom DT use, while performance goals were not positively related to either outcome.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/pre-service-teachers-motivation-in-using-digital-technology-issue-3-article-7/593553/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/pre-service-teachers-motivation-in-using-digital-technology-issue-3-article-7/593553.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What was the focus of the study on pre-service teachers?","Question",{"text":63,"@type":64},"The study examined student teachers’ motivational goals and how these goals influenced their use of digital technology both personally and in the classroom.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were motivational goals and DT application measured?",{"text":68,"@type":64},"Participants responded to a survey covering motivational goals (learning vs. performance) and DT application (personal vs. classroom use).",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results show about personal vs. classroom DT use?",{"text":72,"@type":64},"Personal use of DT was clearly higher than classroom application, especially for younger teachers, and females showed higher performance goal scores.",{"name":74,"@type":61,"acceptedAnswer":75},"How did learning and performance goals relate to DT use?",{"text":76,"@type":64},"Learning goals were positively related to both personal and classroom DT use, while performance goals were not positively related to either outcome, suggesting teacher education should strengthen learning goals.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},593553,1792165772,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,119,124,127,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},7,"Healthcare",40,"healthcare",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":117,"slug":118},8,30,"research-report",{"id":120,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":122,"slug":123},9,"Religion & Spirituality",20,"religion-spirituality",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":122,"slug":126},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":116,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":122,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":108,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 3 | Article 7 |\n| --- | --- |\n| 2014\u003Cbr>Pre-service Teachers’Motivation in Using Digital Technology\u003Cbr>Alexander S. Yeung\u003Cbr>University of Western Sydney, Australia and National Institute of Education, Singapore, [a.yeung@uws.edu.au](a.yeung@uws.edu.au)\u003Cbr>Eng Guan Tay\u003Cbr>National Institute of Education, Singapore, [engguan.tay@nie.edu.sg](engguan.tay@nie.edu.sg)\u003Cbr>Chenri Hui\u003Cbr>National Institute of Education Singapore, [chenri.hui@nie.edu.sg](chenri.hui@nie.edu.sg)\u003Cbr>Jane Huiling Lin\u003Cbr>National Institute of Education, Singapore, [jane.lin@nie.edu.sg](jane.lin@nie.edu.sg)\u003Cbr>Ee-Ling Low\u003Cbr>National Institute of Education, Singapore, [eeling.low@nie.edu.sg](eeling.low@nie.edu.sg) |  |\n\nRecommended Citation  \nYeung, A. S., Tay, E., Hui, C., Lin, J. H., & Low, E. (2014). Pre-service Teachers’ Motivation in Using Digital Technology. Australian Journal of Teacher Education, 39 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss3/7](http://ro.ecu.edu.au/ajte/vol39/iss3/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss3/7](http://ro.ecu.edu.au/ajte/vol39/iss3/7)  \nAustralian Journal of Teacher Education  \nPre-service Teachers’ Motivation in Using Digital Technology  \nAlexander S. Yeung  \nAustralian Catholic University, Australia  \nNational Institute of Education, Singapore  \nEng Guan Tay  \nChenri Hui  \nJane Huiling Lin  \nEe-Ling Low  \nNational Institute of Education, Singapore  \nAbstract: Digital technology (DT) has a significant role to play in  \nmodern education. This study examined motivational goals of student teachers in initial teacher education in Singapore and the influences  \nof goals on their use of DT personally and in the classroom. The  \nparticipants (N=312) responded to a survey about their motivational  \ngoals (learning vs. performance) and DT application (personal vs.  \nclassroom application). Results showed that personal use of DT,  \nespecially for younger teachers, was clearly more than classroom  \napplication. Females were found to have higher performance goal.  \nStructural equation modelling found that learning goals were  \npositively related to both personal use and classroom application, but  \nperformance goals were not positively related to either outcome. As  \nperformance goals were found to be unrelated to classroom  \napplication of DT, teacher education should focus more on the  \ndevelopment of learning goals so as to encourage teachers, especially  \nfemales, to use DT for teaching.  \nIn educational settings, digital technology (DT) has attracted tremendous attention. Its significant role in modern education has been emphasized in many policy documents worldwide (e.g., Department of Education USA, 2010; Ministry of Education New Zealand, 2006-07; Ministry of Education Singapore, 2008) . The ability to effectively use DT has become a basic requirement for pre-service teachers in teacher education programs in most countries including Australia (Moran, Vozzo, Reid, Pietsch, & Hatton, 2013) and Singapore (Yeung, Taylor, Hui, Lam-Chiang, & Low, 2012), for example. DT in education refers to various digital software and hardware that can be applied in the learning and teaching processes. This term is broader than other terms such as information and communication technology (ICT) because of its wider coverage of various kinds of technologies with digital functions (Lee & Winzenried, 2009; Davidson & Goldberg, 2009) . As such, DT includes a variety of media that teachers could employ to optimize pedagogical effects. In school settings, the most often used digital media include:  \ncomputers and computer-related media such as computer games, e-books, scanners, online chats and social networks, digital cameras, etc., and other technologies such as audio and video recorders (Annetta, 2008; Roland, 2010). For many teachers, apart from classroom applications, digital technology (e.g. calculators, smart pho","cbCaisn2IhnzxOcV","https://ap.wps.com/l/cbCaisn2IhnzxOcV","pdf",146662,"English","# Abstract\n## Background: Digital technology in educational settings\n## Digital Technology in Singapore\n## Motivational goals and DT use","[{\"question\":\"What was the focus of the study on pre-service teachers?\",\"answer\":\"The study examined student teachers’ motivational goals and how these goals influenced their use of digital technology both personally and in the classroom.\"},{\"question\":\"How were motivational goals and DT application measured?\",\"answer\":\"Participants responded to a survey covering motivational goals (learning vs. performance) and DT application (personal vs. classroom use).\"},{\"question\":\"What did the results show about personal vs. classroom DT use?\",\"answer\":\"Personal use of DT was clearly higher than classroom application, especially for younger teachers, and females showed higher performance goal scores.\"},{\"question\":\"How did learning and performance goals relate to DT use?\",\"answer\":\"Learning goals were positively related to both personal and classroom DT use, while performance goals were not positively related to either outcome, suggesting teacher education should strengthen learning goals.\"}]","Pre-service Teachers’ Motivation in Using Digital Technology - Issue 3 - Article 7 | PDF",1792077463]