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Spanish Trainees Teachers’ Attitudes Toward the Use of Technology in Education: Variables Involved

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  • Miguel à ngel Albalá Genol
  • María-Laura Sánchez-Pujalte
  • Edgardo Etchezahar
  • Marian Durao

Abstract

The aim of this research was to evaluate attitudes toward the use of technology in education among teachers in training and the relationships with other variables derived from the use of technology and teaching style. The study focused on a Spanish sample of 842 future educational professionals in the training stage, belonging to the Autonomous Community of Valencia, with 54.75% identified as female and 46.25% as male, with a mean age of 41.17 years. The results indicated that a constructivist teaching style is related to more favorable attitudes toward the use of technology in teaching, unlike a traditional style. Various variables linked to the use of technology and that have negative effects on people’s well-being (such as experiences of suffering from cyberbullying or the fear of missing out) are related to less favorable attitudes toward technology in education. The implications of the variables studied as possible differential factors in the inclusion of technologies in their profession by future teachers are discussed.

Suggested Citation

  • Miguel à ngel Albalá Genol & María-Laura Sánchez-Pujalte & Edgardo Etchezahar & Marian Durao, 2023. "Spanish Trainees Teachers’ Attitudes Toward the Use of Technology in Education: Variables Involved," SAGE Open, , vol. 13(4), pages 21582440231, December.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231215868
    DOI: 10.1177/21582440231215868
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    References listed on IDEAS

    as
    1. Ceren Hayran & Lalin Anik, 2021. "Well-Being and Fear of Missing Out (FOMO) on Digital Content in the Time of COVID-19: A Correlational Analysis among University Students," IJERPH, MDPI, vol. 18(4), pages 1-13, February.
    2. Mustafa Cansiz & Nurcan Cansiz, 2019. "How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?," SAGE Open, , vol. 9(4), pages 21582440198, October.
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