From Intention to Action: How Preservice Teachers Use Technology-Enabled Learning During Student Teaching

This qualitative, embedded single case study provides a rich description exploring the evolution of preservice teachers’ intention to use and actual use of technology-enabled learning (TEL) during student teaching. The study followed four middle-level education majors at a mid-size public teaching university in the southeastern United States during their student teaching experience (spring 2021). Ajzen’s Theory of Planned Behavior (TPB) guided this qualitative inquiry. Interviews, observations, and analysis of teaching artifacts (e.g., lesson plans, lesson reflections, and TEL artifacts) were conducted to support data triangulation. In addition to applying theory-based qualitative codes to the data, open coding was conducted to identify themes across the body of evidence. Findings extended previous TPB research regarding preservice teachers’ intention to use TEL in application use cases and yield practical implications for teacher educators seeking to increase TEL intention and use in preservice teacher populations.