Effects of Technology Amalgamation

on Technology Aptitude and Efficiency of Preservice Teachers

Gabrielle O’Brien

University of Tennessee, Knoxville

APA Format 6th Edition

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 Introduction

Traditional science instruction is typically reliant on visual modes of learning, such as

textbooks and graphs (Jones, Childers, Emig, Chevrier, Hong, & Stevens, 2014). Today’s

students are “digital natives’ and very influenced by current digital environments for information

acquisition, communication and interaction (Neo1, Tse-Kian, & Thian-Li, 2013). According to

Hsu, Wang, & Runco:

“Due to the rapid advancements of information and communication technologies (ICTs),

educational researchers argue that multimodal and new literacies should become common

practices in schools. As new ICTs emerge and evolve, students need the new literacies

skills and practices to successfully participate fully in the civic life of a global

community. Are teachers prepared to integrate ICTs in the classroom to develop students’

new literacies skills?” (2013, p. 314-324.)

Recent advancements in digital technology have attracted the interest of educators and

researchers to develop technology-assisted inquiry-based learning environments in the domain of

school science education (Ahmed & Parsons, 2013). Advancements in technology have brought

about new forms of learning and online instruction that allow communication through virtual

representations without physically meeting in person (Okita, Turkay, Kim & Murai, 2013).

Education has undergone significant changes with the advance of information and

communication technology (ICT) in the last decade; however, Teachers could now use ICT to

administer various educational activities that engage students in meaningful learning contexts

(Yen-Ting & Min Jou1, 2013).

Additionally, learning motivation of students could stimulate by integrating ICT into

learning processes (Law, Lee, & Yu, 2010). Consequently, the ultimate goal of using ICT would

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be to enhance teaching and learning performances of teachers and students (Lin, Lin, & Huang,

2011). Research Perspectives and Best Practices in Educational Technology Integration

highlights the emerging digital age, its complex transformation of the current educational system,

and the integration of educational technologies into teaching strategies (Keengwe, 2013).

Statement of the Problem

In a time of change, higher education is in the position of having to adapt to external

conditions created by widespread adoption of popular technologies (Kukulska-Hulme, 2012).

The challenges of IT in education for the advancement of technologies are overwhelming and

must be digested and enhanced (Oguzor, Nosike, & Opara, 2011). The development and

implementation of interactive educational technologies integrated into the course and how

synchronous and asynchronous communication has enriched the teaching and learning process

(Seufferheld & Scagnoli, 2011). Utilizing appropriate Information Communication Technologies

(ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavor

(Moran, Vozzo, Reid, Pietsch, & Hatton, 2013).

Purpose and Objectives, Hypotheses, or Research Questions

The purpose of this study was to explore the effects of technology teaching courses on

Preservice educators technology aptitude, personal technology effectiveness, and technology

teaching effectiveness.

Four null hypotheses were used to guide this inquiry:

H01: There is no significant difference in the technology aptitude of Preservice educators before

and after technology courses.

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H02: There is no significant difference in the personal technology effectiveness of Preservice

educators before and after technology courses.

H03: There is no significant difference in the technology teaching effectiveness of Preservice

educators before and after technology courses.

Significance and Stakeholders

This study seeks to add to the inadequate knowledge of Preservice educators technology

aptitude, personal technology effectiveness, and technology teaching effectiveness. It is

imperative that Colleges of Education devote the needed time and resources to ensure that

instructional technology in education becomes an integrated component of the Preservice

education programs (Pope, Hare, & Howard, 2002). Self-efficacy levels of teachers play a

significant role on the effectiveness of teaching pedagogy; as for the self-efficacy for the

educational use of information and communication technologies (ICT), technology integration to

education can be traced at the very least from the teacher perspective (Bozdoğan, & Özen, 2014).

Limitations of the Study Assumptions

The results of this study are subject to the following limitations:

1. The focus of this study was limited to Preservice teachers.

2. While some teachers have teaching- focused conceptions (ie, teaching as the transmission

of information, skills and attitudes to students), others have learning-focused conceptions

(ie, promoting the development of the students’ own conceptual understanding)

(Kirkwood & Price, 2013).

Assumptions of the Study

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 The following assumptions were made for the purposes of this study:

1. Preservice educators technology aptitude, personal technology effectiveness, and

technology teaching effectiveness are measured correctly.

2. That all Preservice teachers tried there hardest when trying to learn technology

advancements through the courses offered.

3. That all Preservice teachers will be able to learn and teach technology advancements

through the learning’s of the courses offered.

Theoretical Framework

Digital technology has the potential capacity to bridge the educational gap that exists

between social economic demographics. Digital technology is creating a new digital literacy and

connects learners to content with information and media available on the Internet (Ives, 2012).

In relation to perceived self-efficacy placing it as the major key agent in the adaptation and

change, positive or negative inclination of thought and “self-regulation of motivation through

goal challenges and outcome expectations”, allowing the theoretical frame work to social

cognitive (Bozdoğan & Özen, 2014). Digital video technologies offer a variety of functions for

supporting collaborative learning in classrooms. Yet, for novice learners, such as school students,

positive learning outcomes also depend centrally on effective social interactions (Zahn, C.,

Krauskopf, Hesse, & Pea, 2012).

Within the context of social cognitive theory, as Bandura later stated SE is an asset to

“self-development, successful adaptation and change” that influences either directly or indirectly

goals, motivation and determination to cope with difficulties (Bandura, 2001). By this means,

SE not only influences types of activities to be engaged in but also selection of behaviors that

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leads to a direction in personal development. Social cognitive career theory (SCCT) has been

suggested as a useful framework for helping individuals during the early stages of their careers

by exploring the individual and self-efficacy, outcome expectations, and personal goals (Olson,

2014).

Students in teacher education programs are required to take education technology courses

and are expected to develop fundamental technology skills that will serve as the foundation for

an ongoing ability to master new technologies throughout their teaching careers (Hargrave &

Hsu, 2000). According to Bandura‘s (1993) self-efficacy theory, social cognitive variables do

not function alone, but rather are associated with other personal and contextual variable, such as

personality traits and social influences from peers and instructors. There has been extensive

research on teachers‘ perceived self-efficacy regarding the use of computer and the Internet and

these research confirmed Bandura‘s theory (1982) that individuals who perceived themselves to

have a strong ability to use computer technologies tended to have higher aspirations and to learn

more than those who were less confident of their ability (Collier, 2004).

Figure 1 Bandura‘s (1986) Social Cognitive Learning Framework.

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 Literature Review

The assumption presumes that teachers, the digital immigrants, are less technology savvy

than the digital natives, resulting in disconnect between students' technology experiences inside

and outside of the formal school setting (Wang, Hsu, Campbell, Coster, & Longhurst, 2014). Today’s

students are “digital natives’ and very influenced by current digital environments for information

acquisition, communication and interaction (Neo1, Tse-Kian, & Thian-Li, 2013). Recent

advancements in digital technology have attracted the interest of educators and researchers to

develop technology-assisted inquiry-based learning environments in the domain of school

science education (Ahmed & Parsons, 2013).

Research Design

The research design will be quantitative research, allowing the randomization of any

group, and a control group to be established. This quantitative research will only manipulate one

variable at a time, and allow others to repeat this experiment. The design of this research is due

to the advancements in technologies and outdated knowledge teachers might have in the

technology field. A quantitative research study will allow for finalizing results and proving or

disproving my hypothesis. This research study discusses the emerging issues; such as how can

learning effectiveness be understood in relation to different technology features? And how can

pieces of quantitative results be integrated to achieve a broader understanding of technology

designs?

Target Population and Sampling

The target population for this study was comprised of teachers’, Preservice college

teachers that have been in the field of teaching. The reasons for targeting Preservice college

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teachers are: (1) They have completed all course work to become a teacher. (2) They our

perceived not to be updated in newer technologies. The other targets in this experiment our

students who will be taught by their Preservice college students; therefore, college students are

the targets in this research.

Measures/Instrumentation

Technology courses for teachers’; the courses emphasize the development of technology

skills and advanced mindsets for technology integration in the classroom. Performance

assessments allow researchers to examine participant performance on authentic task. These

assessments also allow researchers to evaluate artifacts to measure particular constructs (Young,

Young, & Hamilton, 2013).

Identify and Define Variables and Relevant Terms

Data Analyses

Conclusion

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