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Preservice Teachers' Self-Efficacy for Technology Integration and Levels of Planned Technology Integration: A Mixed-Method Study

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Title: Preservice Teachers' Self-Efficacy for Technology Integration and Levels of Planned Technology Integration: A Mixed-Method Study
Language: English
Authors: Marielle Portaro
Source: ProQuest LLC. 2024EDD/ET Dissertation, Boise State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 197
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teachers, Preservice Teacher Education, Self Efficacy, Student Teacher Attitudes, Technology Integration, Technology Uses in Education, Educational Technology, Technology Planning, Experiential Learning
ISBN: 979-83-468-5052-6
Abstract: Teacher education programs have a responsibility to prepare preservice teachers for the demands of teaching, including how to integrate educational technology into lessons. The purpose of this explanatory sequential mixed methods approach study is to understand the relationship between preservice teachers' self-efficacy for technology integration and their level of planned technology integration. Self-efficacy is the belief in one's ability to complete a task and self-efficacy for technology integration is specific to teacher's beliefs in their ability to integrate technology in their lessons. 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 regarding the 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30996496
Accession Number: ED664501
Database: ERIC
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  Data: Teacher education programs have a responsibility to prepare preservice teachers for the demands of teaching, including how to integrate educational technology into lessons. The purpose of this explanatory sequential mixed methods approach study is to understand the relationship between preservice teachers' self-efficacy for technology integration and their level of planned technology integration. Self-efficacy is the belief in one's ability to complete a task and self-efficacy for technology integration is specific to teacher's beliefs in their ability to integrate technology in their lessons. 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 regarding the 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 197
    Subjects:
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Planning
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
    Titles:
      – TitleFull: Preservice Teachers' Self-Efficacy for Technology Integration and Levels of Planned Technology Integration: A Mixed-Method Study
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