Publication Date

5-2017

Date of Final Oral Examination (Defense)

3-13-2017

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Jesús Trespalacios, Ph.D.

Supervisory Committee Member

Patrick R. Lowenthal, Ph.D.

Supervisory Committee Member

Norm Friesen, Ph.D.

Abstract

This case study was developed to understand pre-service teachers’ perceptions of their abilities to integrate technology into the classroom, and to understand their perceptions of how those abilities developed. The case that was investigated in this study is the teacher preparation program at a small comprehensive college located in the upper Great Plains region of the United States. Utilizing a convergent parallel mixed-methods design, both a survey as well as semi-structured interviews provided data to understand pre-service teachers’ perceptions of their preparation for technology integration. The TPACK framework for technology integration (Mishra & Koehler, 2006) and self-efficacy theory (Bandura, 1986, 1997) were used as a theoretical framework for understanding pre-service teachers’ self-efficacy for technology integration.

The results of this study indicate that pre-service teachers generally feel confidence with regard to their abilities to integrate technology, but also feel a sense of pressure to be able to teach with technology. The results further suggest that there are a variety of things teacher educators can do to support pre-service teachers in their learning to integrate technology, including modeling technology integration, providing both formal and informal learning opportunities to develop technological knowledge and skills, and helping pre-service teachers understand the link between technological knowledge, pedagogical knowledge, and content knowledge. Additionally, the preservice teachers participating in this study indicated that they believe a practical course in technology integration would help to prepare them for teaching in contemporary classrooms. Based on the findings of this research, a plan of action is suggested for teacher educators interested in fostering pre-service teachers’ abilities to integrate technology in the classroom.

DOI

https://doi.org/10.18122/B26417

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