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Dissertation/Thesis Abstract

Technology Enhanced Instruction: Implications for Policy and Practice in Pre-Service Teacher Preparation
by Bumsted, Chad M., Ed.D., Shippensburg University, 2019, 250; 27736195
Abstract (Summary)

The world of teaching and learning in the K-12 classroom has changed dramatically over the last 25 years as a result of rapid developments in emerging digital technologies. Preparing future pre-service teachers to leverage these resources for the delivery of quality, constructivist instruction and learning is critical. The purpose of this qualitative case study was to examine how the Keystone College (pseudonym) teacher preparation program prepares or does not prepare pre-service teachers for technology enhanced instruction as defined by The International Society for Technology in Education Standards for Educators (ISTE-SE), the Technological, Pedagogical, and Content Knowledge Framework (TPACK); and the Technology Integration Matrix (TIM).

Historically, teacher preparation programs do not adequately prepare student teachers to effectively integrate emerging digital technologies into their instruction. Literature reveals that ISTE-SE, TPACK, and TIM are the three foundational pillars of technology enhanced instruction. Collectively, these frameworks outline the technological content, skills, and practices that 21st century pre-service teachers should possess.

In this qualitative case study, individual interviews of Keystone College faculty and cooperating teachers, a focus group interview of student teachers, and a review of program documents were conducted by the researcher.

The findings of this study demonstrate that the International Society for Technology in Education Standards for Educators presents the best opportunity for a comprehensive and ubiquitous focal point to prepare pre-service teachers to leverage technology for truly enhanced instruction. Further, the Technological, Pedagogical, and Content Knowledge framework is best suited as a component of the instructional planning process, while the Technology Integration Matrix can be effectively used as a resource for developing cooperating teachers.

Indexing (document details)
Advisor: Gaudino, Ann
Commitee: Diller, Phil, Himmele, Persida
School: Shippensburg University
Department: Educational Leadership and Special Education
School Location: United States -- Pennsylvania
Source: DAI-A 82/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Educational technology, Education Policy
Keywords: Digital nativism, International Society for Technology in Education, Second-level change, Technology enhanced instruction, Technology Integration Matrix
Publication Number: 27736195
ISBN: 9798684652530
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