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Experiences of Teacher Educators Utilizing Technology in Teacher Preparation Programs

Edwards, Cynthia Jane
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1641562961446147

Abstract Details

2022, Doctor of Education (Ed.D.), Bowling Green State University, Leadership Studies.
The purpose of this qualitative, phenomenological study was to explore how and to what extent teacher educators evaluate, align, and demonstrate technology within teacher preparation programs. The literature revealed the need for teacher educators to follow frameworks, taxonomies, and standards containing technological, pedagogical, and content knowledge utilized appropriately within various contexts. In addition, teacher preparation program leadership can provide relevant and purposively professional learning as well as the support needed for teacher educators when the TPP leadership possesses a basic understanding of adult learning. Using Teacher Educator Technology Competency #1, ten teacher educators were interviewed regarding their experiences utilizing technology within their teacher preparation program. The findings revealed teacher educators, whose technological knowledge, skills, and attitudes varied, utilized a variety of paths in the evaluation, alignment, and demonstration of technology. When their knowledge and skills were put to the test during the COVID-19 pandemic, most teacher educators transitioned smoothly to the various formats required by the pandemic and have also seen the “blessings in disguise” from this global challenge. Leadership varies among the institutions represented in the study, particularly in the area of technology integration. Many teacher educators have stepped up to the plate and provided the needed leadership in technology integration. This study has implications for policy and practice in the realms of teacher educator technology competencies, technology infusion throughout teacher preparation programs, professional learning, and leadership.
Patrick Pauken, Ph.D. (Committee Chair)
Ellen Gorsevski, Ph.D. (Committee Member)
Kristina LaVenia, Ph.D. (Committee Member)
Savilla Banister, Ph.D. (Committee Member)
Teresa Foulger, Ed.D. (Committee Member)
164 p.
Education; Educational Leadership; Educational Technology; Higher Education; Teacher Education; Teaching
teacher educators; TETCs; teacher educator technology competencies; TPACK; COVID; covid; teacher preparation; technology integration; technology infusion; educational leadership; professional learning; phenomenology; andragogy; adult development; evaluating technology; aligning content, pedagogy, and technology; modeling technology

Recommended Citations

Citations

  • Edwards, C. J. (2022). Experiences of Teacher Educators Utilizing Technology in Teacher Preparation Programs [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1641562961446147

    APA Style (7th edition)

  • Edwards, Cynthia. Experiences of Teacher Educators Utilizing Technology in Teacher Preparation Programs. 2022. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1641562961446147.

    MLA Style (8th edition)

  • Edwards, Cynthia. "Experiences of Teacher Educators Utilizing Technology in Teacher Preparation Programs." Doctoral dissertation, Bowling Green State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1641562961446147

    Chicago Manual of Style (17th edition)

bgsu1641562961446147
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© 2022, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.