De’Johnette, S. R. (2021). A qualitative case study of Virginia state university preservice teachers’ perceptions of information communication technology and social media (Publication No. 28714437) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global.

Abstract:

“The faculty of teacher education programs must prepare preservice teachers to use and integrate information communication technology into their instruction for student achievement. The faculty are required through The Council for Accreditation of Educator Preparation to ensure that preservice teachers meet technology standards necessary to obtain a license to teach. The problem addressed by the study is preservice teachers inadequate training to use and integrate information communication technology into their practice. The research study sample represented 10 preservice teachers from Virginia State University within the College of Education. The Community of Practice Social Theory served as the theoretical framework to explore how the preservice teachers solved their problems. Data were gathered through a semi-structured interview and thematic analyzed. The analysis resulted the following themes; (a) The technology course and field experience were positive instructional experiences; (b) Faculty instruction and technology barriers were negative instructional experiences; (c) Specific tools and faculty use of tools as positive instructional experiences; (d) Specific Tools and Faculty instruction as negative instructional experiences; (e) The role of a technology course in TPACK; (f) Personal Assessment; (g) The technology course prepared me, and I assessed my preparedness; (h) I have a scaled my readiness; (i)We talked about the faculty and professional identity, and (j) We use specific information communication technology tools in courses and tools amongst ourselves to develop professionally. Three recommendations for educational leadership included (a) a technology course does increase preservice teachers technological; pedagogical knowledge; (b) faculty attitudes impact preservice teachers TPACK, literacy, and self-efficacy, and (c) faculty can use The Community of Practice Social Theory to help preservice teachers solve curriculum and professional problems. Recommendations for future research were (a) future research was for a qualitative grounded theory study of preservice teachers using and integrating information communication technology and social media; (b) phenomenological study that would investigate preservice teachers training experiences to use and integrate information communication technology and social media within a required technology course, and (c) to investigate faculty instruction to train preservice teachers to use and integrate information communication technology and social media.”