Year: 2014
Type: article
Study design: Observational Study
Abstract: This study examined the relationship of pre-service teachers’ self-theories of intelligence (mindset) and their attitudes about Web 2.0. The research questions evaluate: (a) Whether a significant correlation exists between pre-service teachers’ mindsets and attitudes about Web 2.0 (social media), and (b) Whether significant differences exist between demographic groups (e.g., age, certification area, gender) and their attitudes about Web 2.0 (social media). Results of the study indicate that a weak correlation between pre-service teachers’ perceived mindsets and perceived attitudes about Web 2.0 was statistically significant. In addition, significant differences were found based upon certification area, gender, and age with the sample’s attitudes about Web 2.0 tools. Future research might include the manipulation of pre-service teachers’ mindsets to measure the affect on their attitudes toward Web 2.0. Analysis of pre-service teachers’ mindsets and attitudes about Web 2.0 on a more comprehensive scale (state or national), as opposed to regional, will provide greater insights into the affect of mindsets on attitudes about Web 2.0, particularly within specific demographics due to increasing the sample size. One possible outcome of this study is that pre-service teacher programs might better prepare their graduates to utilize Web 2.0 technologies by manipulating preservice teachers’ fixed mindsets toward growth mindsets. Ultimately, students will benefit, as utilizing Web 2.0 skills is a necessity for the 21st century (Wagner, 2008).
Author: Lee Smith
Institution: Western Kentucky University
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W113601190