Holland, D. D., & Piper, R. T. (2016).  Testing a technology integration education model for millennial preservice teachers:  Exploring the moderating relationships of goals, feedback, task value, and self-regulation among motivation and technological, pedagogical and content knowledge competencies. Journal of Educational Computing Research, 54(2), 196-224. https://doi.org/10.1177/0735633115615129

Abstract:

“The technology integration education model is a 12 construct model that includes 8 primary constructs and 4 moderator constructs. By testing the relationships among two primary constructs (motivation and technological, pedagogical, and content knowledge competencies) and four moderator constructs (goals, feedback, task value, and self-regulation), this study advances technological, pedagogical, and content knowledge research. This study investigated three research questions and found that goals, feedback, task value, and self-regulation moderated the predictive form relationships among intrinsic motivation and technological knowledge, pedagogical knowledge, and content knowledge. However, only goals moderated the explanation form relationship between intrinsic motivation and technological knowledge. This study provided data-driven insights for educators of preservice teachers as they continue to become evidence-based managers and data-driven decision makers. Educators may be misallocating resources if they only focus on self-determination motivation theory and applications and never consider whether goals, feedback, task value, and self-regulation interact with motivation. The researchers created a new instrument consisting of a 16-item measure of the goals construct and a 6-item measure of the feedback construct. For this exploratory study, the sample consisted of 90 elementary education majors and 51 secondary education majors.”