Doctor of Education
Higher and Adult Education
Jeffery L. Wilson
Colton D. Cockrum
Donna J. Menke
The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a survey featuring concepts related to teacher perceptions on integrating technology in the classroom. Data were analyzed using descriptives, analysis of variance, and regression analysis. The study contributes to existing research and missing information about teacher candidates' perceptions, attitudes, and behaviors on integrating technology in the classroom. The study revealed that the grade level taught was not a statistically significant predictor of teacher candidates' perceived competence, ability to plan for or apply technology, nor teacher candidates' ability to integrate technology in compliance with state and/or district standards. The study revealed that teacher candidates' belief factors was a statistically significant predictor of teacher candidates' ability to plan for and to apply technology in the learning environment.
Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Anderson, Charlise Askew, "Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction" (2016). Electronic Theses and Dissertations. 1504.