Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
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Committee Member 2
Committee Member 3
Committee Member 3 Email
The purpose of this study was to investigate perceived digital literacy levels and technology integration efficacy of preservice teaching (PST) candidates. The sample was comprised of PST candidates from two universities and one college in the southeastern United States that differ in size and culture. The study used a quantitative approach. PST candidates self-rated their digital literacy levels and technology integration efficacy using an online digital literacy survey. The relationship between PST candidates' perceptions of their digital literacy level and their level of technology integration efficacy was investigated. The existence of a digital divide has recently been of concern to educational stakeholders. Because of this concern, several other relationships with digital literacy were analyzed: age, race, financial aid status; laptop/personal computer/Internet accessible device ownership, time of laptop/personal computer/Internet accessible device ownership and Internet access level. The results of this study will be important to both College of Education faculty and P - 12 public school systems because digital literacy and technology integration efficacy within both content and pedagogical knowledge are important requirements necessary for our PST candidates to successfully take the helm of their 21st Century classrooms.
Tyger, Rona Lynette, "Teacher Candidates' Digital Literacy and Their Technology Integration Efficacy" (2011). Electronic Theses and Dissertations. 557.
Research Data and Supplementary Material