Collins, M. (2022). Early childhood preservice teachers’ conceptualizations of technology integration when designing integrated curriculum (Publication No. 29319146) [Doctoral dissertation, University of Florida]. ProQuest Dissertations & Theses Global.

Abstract:

“There is a plethora of research within the field of early childhood education that discusses how early childhood teacher educators prepare preservice teachers to integrate technology within their curriculum. However, little is known about how early childhood preservice teachers think and make decisions about technology use when they plan lessons during their student teaching experience. This qualitative study used a retrospective think-aloud to explore how seven early childhood preservice teachers thought and made decisions about technology as they planned and implemented two-week integrated curriculum units as part of their student teaching experience. Technological pedagogical content knowledge (TPCK) and the Developmentally Appropriate Practice (DAP) framework were used to frame the study. Within and cross-participant analysis, using a combination of a priori and emergent coding, revealed that these preservice teachers thought about technology as a tool for content delivery and to support engagement. Findings also show that they made decisions based on their students’ social and cultural contexts and to support teacher-led, whole class instruction. The way these preservice teachers thought and made decisions about technology did not align with how they were taught about technology integration in their program. Implications for early childhood educators and programs are provided.”