Date of Award

12-2011

Degree Name

Master of Arts

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Brian Horvitz

Second Advisor

Dr. Karen Vocke

Third Advisor

Dr. Jonathan Bush

Access Setting

Masters Thesis-Campus Only

Abstract

This mixed methods study is an examination of pre-service teachers' perceptions of educational technology, in the hope of closing the gap between the demands of instructional technology integration and teacher preparedness to meet those demands. Specifically, this study examines the perceptions of the pre-service teachers enrolled in the ENG 4800 Teaching Literature in the Secondary School class at Western Michigan University. Areas to be addressed included changes to the pre-service teachers' perceptions of self-efficacy and confidence, when educational technology resources were embedded in a post-secondary class curriculum one semester. The demands placed upon teachers, new or experienced, to effectively integrate technology into classroom instruction has grown exponentially over a relatively brief period. The speed of emerging technology resource development has left many teachers overwhelmed and unprepared to meet these growing demands. The primary goal for this study was to obtain a deeper understanding of the potential benefits to pre-service teachers, when provided with the opportunity to learn how to use educational technology in a content-specific context, prior to using it in their own classroom instruction. Specific objectives for the study included gaining a clearer understanding of pre-service teachers' perceptions, prior to the implementation ofthe educational technology, the pre-service teachers' perceptions ofthe resources provided during the study, and the impact the experience had on the subjects' perceptions, following the study.

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