Wehrle, T. (2014). Teaching digital natives: Preservice teacher preparedness to use technology in the classroom (Publication No. 3623577) [Doctoral dissertation, Edgewood College].  ProQuest Dissertations & Theses Global.

Abstract:

“The goal of this study was to determine the perceptions of preservice teacher technology preparedness from the classroom perspective of the cooperating teacher. Educators must be able to teach digital natives, provide digital literacy to communicate, and be technologically capable. Teachers need to be able to create and disseminate information in ways that students can best make use of the information. Learning technology skills alone is not sufficient; learning to integrate is equally important (Mishra, Koehler & Kereluik, 2009). This study was conducted to determine the extent to which preservice teachers are prepared to infuse technology into their lessons. The significance of the study related to the need for preservice teachers to possess the Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) capabilities, which will enable them to enhance learning and teaching by having the necessary technological, pedagogical, and content knowledge skills, from the perspective of cooperating teachers. The findings will provide the basis for informing the design of teacher education programs concerning implementing pedagogical, content, and technological knowledge to implement effective lessons.”