Long before the COVID-19 pandemic, the education technology narrative asserted that "New tools hold great promise for teaching and learning, but only when they are used effectively, appropriately and intentionally". In this dissertation, I explored how early childhood education teachers construct their understanding of technology…

The purpose of this convergent mixed methods study was to explore how an undergraduate educational technology course impacts preservice teachers' TPACK knowledge and how it affects the development of their technology integration repertoire. A total of 14 preservice teachers enrolled in a face-to-face section of an educational technology course in…

Teacher reflection has been considered as a critical component in teacher professional learning. However, there has been limited research looking at teachers' reflection in technology professional learning settings. Research on the use of video case approaches for supporting language teachers' technology integration professional learning is even…

This study investigated secondary mathematics pre-service teachers' (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods…

This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the…

The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service teachers' abilities in teaching with technology. It is grounded in the understanding that if teachers are to effectively integrate technology into their…

This quantitative research study identifies the problem solving strategies pre-service teachers use in learning specific technology skills within an educational technology methods class which is offered both online and face to face. It also examines how such strategies differ by the format of this course, and to what extent these strategies and/or…

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods…

The goal of this dissertation is to clarify the perceptions and concerns that methods faculty at a university located in the Midwest have about integrating instructional technology into their courses along with their current use of technology. Ultimately, this study aims to generate strategies to support methods instructors in their efforts to…