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THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM

Coffman, Vonda G.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581

Abstract Details

2013, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The purpose of this study is to determine the perceived technology capabilities of different levels of undergraduate students of Kent State University in the College of Education, Health, and Human Services teacher education programs; to determine if the perceived technology capabilities of students beginning the teacher education program differ from those nearing completion of the program; and, if the perceived technology capabilities of students change from the start to the end of the Educational Technology course. Examining student perceptions may provide insight on whether preservice teachers think they can prepare students for the 21st century once they become inservice teachers. To determine whether preservice teachers perceive that they are being prepared to teach 21st century skills by integrating technology into teaching and learning, three groups of students were surveyed: incoming students, junior-level students at the beginning and end of the Educational Technology course, and students nearing graduation. The TPACK survey for preservice teachers (Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2009) was used to examine preservice teachers’ perceptions of their technology capabilities as related to teaching. Teachers comprise an integral factor in the effective incorporation of technology into classroom activities, yet many current teachers remain unable or unwilling to employ technology fully or effectively. The findings from this study led to several conclusions, including that the students perceived themselves to have better technological abilities after completing the Educational Technology course and as seniors near the end of the teacher education program, and the results of this study should challenge teacher education faculty to consider how their beliefs, attitudes, and use of technology in teaching and learning are transmitted to their students.
Albert Ingram, Ph.D. (Committee Chair)
Cindy Kovalik, Ph.D. (Committee Member)
Kristie Pretti-Frontczak, Ph.D. (Committee Member)
Karen Swan, Ph.D. (Committee Member)
218 p.
Educational Technology; Instructional Design; Teacher Education; Teaching
Content Knowledge; Digital immigrant; Digital native; Digital technology; Pedagogical Knowledge; Pedagogical Content Knowledge; Technological, Pedagogical, and Content Knowledge; Technology Knowledge; 21st century skills

Recommended Citations

Citations

  • Coffman, V. G. (2013). THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581

    APA Style (7th edition)

  • Coffman, Vonda. THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM . 2013. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581.

    MLA Style (8th edition)

  • Coffman, Vonda. "THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM ." Doctoral dissertation, Kent State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581

    Chicago Manual of Style (17th edition)

kent1371730581
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© 2013, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.