Graduate Defense: Marielle Portaro

Dissertation Information

Title: Preservice Teachers’ Self-Efficacy For Technology Integration And Levels Of Planned Technology Integration: A Mixed-Method Study

Program: Doctor of Education in Educational Technology

Advisor: Dr. Yu-Chang Hsu, Educational Technology

Committee Members: Dr. Yu-hui Ching, Educational Technology and Dr. Kerry Rice, Educational Technology

Abstract

Participants in this study were 9 preservice teachers who were enrolled in a university-based preservice teacher education program and concurrently completing their student teaching practicum requirements. Self-efficacy for technology integration was measured with the Computer Technology Integration Survey (CTIS). Level of planned technology integration was measured by scoring preservice teachers’ lesson plan documents using the Triple E Evaluation Rubric. A subset of six participants were interviewed about their perceptions of the aspects of their preservice teacher education program which contribute to their self-efficacy for technology integration and level of planned technology integration. Qualitative data was analyzed using multiple coding cycles. No conclusion could be drawn if there is a relationship between self-efficacy for technology integration and level of planned technology integration. Participants perceived that hands-on, mastery experiences with technologies related to the content area they teach, and additional instruction on technological pedagogical knowledge (TPK) in their preservice teacher education program, would help them improve their self-efficacy for technology integration and level of planned technology integration.