Exploring the development of student teachers’ interest in educational technology through Interest-Driven Creator theory

This qualitative study is one of the early attempts to provide empirical evidence inform Interest-Driven Creator (IDC) theory through a discrete Educational Technology course. In this involving 64 undergraduate students who majored in education, we focused on interest loop (triggering, immersing and extending) as it acts an impetus nurturing habitual learners. Qualitative data were sought answer two research questions that explored student teachers’ initial learning educational technology understand development their using IDC underpinning theory. The findings indicated they initially showed little However, others felt good about drawn towards technology. also begins when situational triggered become aroused by course contents. teachers then willingly spend time accomplishing given task immersed process with clear goal. They progress extend interest, making sense newly acquired knowledge connecting other previously known expand further. Overall, our suggested was able describe