{"id":3986,"date":"2023-03-25T16:31:39","date_gmt":"2023-03-25T20:31:39","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=3986"},"modified":"2023-03-25T16:31:39","modified_gmt":"2023-03-25T20:31:39","slug":"3986","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/3986","title":{"rendered":""},"content":{"rendered":"\n

Gerard, J. L. (2022). A case study examining how students in an elementary, early childhood, and exceptional child educators preparation program acquire technology skills. [Doctoral Dissertation, Lindenwood University]. Digital Commons@Lindenwood University. https:\/\/digitalcommons.lindenwood.edu\/cgi\/viewcontent.cgi?article=1719&context=dissertations<\/a><\/p>\n\n\n\n

Abstract:<\/p>\n\n\n\n

“This qualitative case study examined two sections of an educational technology
class that was part of an elementary, early childhood, and exceptional child educator
preparation program, to determine how students acquired educational technology skills
for future teaching. As the ability to integrate educational technology skills into teaching
and learning is vital to preservice educators, this study aimed to address possible changes
needed in educator preparation programs to ensure preservice educators are ready to
effectively teach with educational technology in their field experiences, student teaching,
and future classrooms. In order to examine how students acquired educational technology
skills, the researcher observed two sections of an educational technology class at a
regional state university, as well as conducted interviews with students in the class. The
researcher also used instructor-assigned application journals, pre- and post-surveys, and
Philosophy of Educational Technology Integration Statements. The researcher also used a
Modified STEBI-B, given to students at the beginning and end of the semester, to
evaluate student self-perceived growth in 19 educational technology skills.
Through qualitative analysis of the data, the researcher ascertained that students
acquired educational technology skills through instructor modeling of technology tools
and skills followed by application assignments with the tools and skills. The researcher
also ascertained that the digital competence of the instructor impacted the ability of
students to acquire technology skills and that the use of a hybrid instructional design, one
day face-to-face and one day online, for the course allowed students more time to interact
with the technology and boosted student acquisition of educational technology skills. By
completing qualitative data analysis on student application journals, the researcher also
ascertained that the application journals ensured students spent time interacting with
educational technology tools in a more in-depth manner. The researcher suggests that
educator preparation programs support teacher educators in participating in technology
professional development on an ongoing basis. The researcher also suggests that educator
preparation programs carefully consider the instructional design of educational
technology courses, as well as ensuring technology integration is embedded in all
educator preparation coursework in a thoughtful and meaningful way, including content
courses.”<\/p>\n","protected":false},"excerpt":{"rendered":"

Gerard, J. L. (2022). A case study examining how students in an elementary, early childhood, and exceptional child educators preparation program acquire technology skills. [Doctoral Dissertation, Lindenwood University]. Digital Commons@Lindenwood University. https:\/\/digitalcommons.lindenwood.edu\/cgi\/viewcontent.cgi?article=1719&context=dissertations Abstract: “This qualitative case study examined two sections of an educational technologyclass that was part of an elementary,…<\/p>\n

Continue reading<\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,7],"tags":[377,513,859,860,861,890,1340,1510],"coauthors":[2302],"class_list":["post-3986","post","type-post","status-publish","format-standard","hentry","category-empirical-research","category-dissertation","tag-hybrid-learning","tag-preservice-teachers","tag-teacher-preparation-programs","tag-stebi-b","tag-exceptional-child-teachers","tag-edtech-course","tag-early-childhood-teachers","tag-elementary-teachers","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/3986","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=3986"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/3986\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=3986"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=3986"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=3986"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=3986"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}