A Research Study on the Technology Competence of Preservice Teacher Candidates and the UDL Methodology as Pedagogy

Location

Hamilton B

Proposal Track

Research Project

Session Format

Presentation

Abstract

This study utilized action research with quantitative data analysis to investigate the technological challenges encountered by non-traditional teacher candidates and to determine how technology can inform instructional delivery of curriculum to improve this population’s representation, expression, and engagement of learning outcomes. The null hypothesis, H0 = There will be no differences in technological competency between traditional and non-traditional candidates, with our alternative hypothesis, HA = There will be an observed difference in the technological competency between traditional and non-traditional candidates. Data was collected via an anonymous electronic survey of 148 participants, 46% (N = 148. The results revealed (a) the H0 was rejected for seven of the eight tested categories, therefore strengthening the HA; (b) 50% of teacher candidates, whether traditional or nontraditional, self-reported in the Learner to Basic levels category; (c) 47% of traditional and non-traditional candidates reported Proficient to Advanced level, thereby strengthening the alternative hypothesis. These findings led to the development of a new conceptual framework, the Teacher Education Technology and Web-Based Application Survey (TETWAS), which proposed that primary faculty in an elementary preparatory program could promote enhanced learning experiences for candidates as a result of the feedback using the survey findings.

Keywords

Technology, Online/hybrid course curriculum, UDL Model, Traditional and Nontraditional Preservice Teacher Candidates, Action Research

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Oct 6th, 2:00 PM Oct 6th, 4:00 PM

A Research Study on the Technology Competence of Preservice Teacher Candidates and the UDL Methodology as Pedagogy

Hamilton B

This study utilized action research with quantitative data analysis to investigate the technological challenges encountered by non-traditional teacher candidates and to determine how technology can inform instructional delivery of curriculum to improve this population’s representation, expression, and engagement of learning outcomes. The null hypothesis, H0 = There will be no differences in technological competency between traditional and non-traditional candidates, with our alternative hypothesis, HA = There will be an observed difference in the technological competency between traditional and non-traditional candidates. Data was collected via an anonymous electronic survey of 148 participants, 46% (N = 148. The results revealed (a) the H0 was rejected for seven of the eight tested categories, therefore strengthening the HA; (b) 50% of teacher candidates, whether traditional or nontraditional, self-reported in the Learner to Basic levels category; (c) 47% of traditional and non-traditional candidates reported Proficient to Advanced level, thereby strengthening the alternative hypothesis. These findings led to the development of a new conceptual framework, the Teacher Education Technology and Web-Based Application Survey (TETWAS), which proposed that primary faculty in an elementary preparatory program could promote enhanced learning experiences for candidates as a result of the feedback using the survey findings.