Modeling Technology Integration: the Influence of Modeled Technology Integration Practices by Teacher Education Faculty on the Development of Technology Self-Efficacy in Pre-Service Teacher Candidates
Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
Committee Member 1
Ming Fang He
Committee Member 2
Committee Member 3
Committee Member 3 Email
The purpose of my inquiry was to expand upon the literature on pre-service teacher preparation, this critical quasi-ethnographic research study (Elliott & Jankel-Elliott, 2003; Murtagh, 2007) explored how the perceived modeling of technology integration practices by teacher education faculty influenced the development of technology self-efficacy in pre-service teacher candidates. This study is built around three principal foci: faculty modeling of instructional practices (Moore & Bell, 2019), technology integration practices in pre-service teacher preparation (Koehler & Mishra, 2009; Mishra & Koehler, 2009), and personal self-efficacy beliefs (Bandura, 1986, 1997; Pajares, 1996; Miller, Ramirez, & Murdock, 2017; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998; Tschannen-Moran & Woolfolk-Hoy, 2001; Wetzel, Buss, Fougler, & Lindsey, 2014). Participants were pre-service teacher candidates enrolled during the fall 2019 semester in an internship level course. My research contributes to the field by offering insights to organizational leadership, professional development trainers, and instructional technology facilitators who can help promote empowerment and engagement with technology integration practices. This study employed a quasi-ethnographic methodology. Two data collection methods, digital questionnaire and focus group sessions, were utilized in an effort to capture their context-dependent lived experience and deeply explore the role of these technologies in their lives. Included were questions regarding how perceptions of the modeling experiences interacted with the dynamic networks of intersecting identities in transition, principally from learner to teacher. Findings document a majority of participants felt a high level of self-efficacy along the task dimensions: (a) competence to select and use various technology/digital media tools to support teaching and learning; (b) proficiency to evaluate software to support teaching and learning; (c) effectiveness to integrate technology across the curriculum; (d) preparation to incorporate technology into lesson plans; (e) familiarity with the TPACK framework, and (f) value of the technology integration practices modeled by teacher education faculty. Three themes emerged from the analysis of the data which aligned with the study’s principal foci: modeling of technology integration practices, technology integration barriers, and self-efficacy personal beliefs. These recommendations for future research and implications for pre-service teacher candidate preparation are provided.
Morris, Megan, "Modeling Technology Integration: the Influence of Modeled Technology Integration Practices by Teacher Education Faculty on the Development of Technology Self-Efficacy in Pre-Service Teacher Candidates" (2019). Electronic Theses and Dissertations. 1998.
Research Data and Supplementary Material