An examination of relationships between preservice interns’ technology integration proficiency, essential conditions for technology and teaching competency

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Title

An examination of relationships between preservice interns’ technology integration proficiency, essential conditions for technology and teaching competency

Identifier

DF2012Barnard

Subjects

["Educational technology"]

Type

["Text"]

Genre

["Dissertations"]

Format

["pdf"]

Rights

This thesis or dissertation is restricted from access because there is no internet release form on file. If you are the author and you would like to submit an internet release form allowing us to publish your thesis or dissertation online, please contact spcoll@towson.edu. Copyright protected, all rights reserved.

General Notes

Doctoral thesis research directed by Department of Educational Technology and Literacy.

Extent

viii, 128 pages

Language

["English"]

Repository

["Towson University. Albert S. Cook Library. Special Collections and University Archives"]

Collection Name

["Towson University Graduate Theses and Dissertations"]

Author

Barnard, William

Degree Date

2012

Department or Program

["Towson University. Department of Educational Technology and Literacy"]

Abstract

This study explores the relationships among teaching competency, technology integration proficiency, and essential conditions for technology integration that were present at the internship site. Participants included 84 preservice teachers attending the state’s primary teacher preparation program at the conclusion of their internships. Data were collected from the university’s evaluation of intern teacher competency aligned with INTASC principles, and the intern’s self-reported technology integration proficiency and the presence of essential conditions for technology integration obtained from a questionnaire aligned with the NETS-T standards and the ISTE’s essential conditions recommendation. Findings indicated that, overall, a significant relationship existed between essential conditions for technology integration present at the internship site and the interns’ self-report technology integration proficiency. Additionally, two essential conditions factors, associated with site school leadership and site faculty modeling of technology integration, contributed to 35% of the variance. Little association was indicated in the relationship between teaching competency and self-reported technology integration proficiency. The author recommends incorporating components of human performance technology to a rigorous measurement system aligned with established standards to yield data for decisions necessary to achieve desired outcomes.

Thesis Committee Members

["Thomas, Ronald S.","Agley, Daniel","Kenton, Jeffrey M."]

Date Published

15 February 2013

Author (Controlled)

["Barnard, William"]

Thesis Advisor

["Wizer, David R."]

Degree Note

(Ed. D.) -- Towson University, 2012.

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