Nelson, R. (2020). Examining preservice teacher technology development during the COVID-19 pandemic (Publication No. 28091622) [Doctoral dissertation, University of Texas at San Antonio]. ProQuest Dissertations and Theses Global.

Abstract:

“As education faces abrupt changes due to the COVID-19 pandemic, the knowledge preservice teachers need to effectively integrate technology has become critical. This study examined how the instructional experience influenced the development of T-dimensional self-efficacy in preservice and clinical teachers. Further, the study identified T-dimensional development using the demographic, program, and construct variables within a teacher education program currently restructuring its technology integration efforts. A longitudinal, quantitative research survey was administered as a pre-post-survey to preservice teachers during traditional face-to-face instruction in Fall 2019 and clinical teachers in emergency remote learning in Spring 2020. Clinical teachers had a statistically significant increase in TPK self-efficacy from pre to post-survey, during emergency remote learning. Pre-survey results indicate preservice teachers reported lower self-efficacy in all T-dimensions compared to clinical teachers with a statistically significant difference between the two groups’ TCK self-efficacy. However, preservice teachers outperformed clinical teachers in all T-dimensions after participating in the traditional face-to-face instruction, compared to clinical teacher’s participation in emergency remote learning. Further, in order to develop a more in-depth picture of TPACK within the teacher education program, Kruskal-Wallis H Tests were used to examine the differences in TPACK across gender, age, race, program, and intended certification level. The tests identified a statistically significant difference in TPACK by age groups. While not statistically significant, preservice and clinical teachers across all subpopulations reported the least self-efficacy in TK. A lack of systematic integration of technology into a stand-alone technology course or across methods courses is likely the cause. Finally, a multiple regression analysis revealed that all constructs significantly predicted TPACK, however, TPK, PK, and PCK explained the majority of variance in the clinical teacher’s TPACK development. Thus, a continued focus on pedagogical knowledge with and without technology may support preservice teachers’ TPACK development. Future research and program implications are discussed.”