REIMAGINING TECHNOLOGY PREPARATION FOR PRE-SERVICE TEACHERS: EXPLORING HOW THE USE OF A VIDEO SELF-ANALYSIS INSTRUCTIONAL COMPONENT, BASED ON THE EVIDENTIAL REASONING AND DECISION SUPPORT MODEL, IMPACTS PRE-SERVICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Date of Award
Doctor of Philosophy (PhD)
Instructional Design, Development and Evaluation
Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores how the use of a video self-analysis instructional component, based on the evidential reasoning and decision support model (ERDS), impacts pre-service teachers' technological pedagogical content knowledge (TPACK). Using the explanatory sequential mixed methods design, the researcher first collected quantitative data. The collection of qualitative data then followed. This two-step process helped explain and elaborate on the quantitative results of this study. Participants in this study were 21 pre-service teachers enrolled in the third and final required technology integration courses during the 2016 fall semesters. Data sources used for this study included surveys, videotaped teaching samples, reflective essays, and semi-structured interviews.
Results from the study indicate statistically significant improvements in participants’ self-perceptions towards their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and overall TPACK. Except for TK, the self-perception of all TPACK domains statistically significantly increased with medium to large effect sizes. Every participant in this study (n=21/21) cited that their ERDS guided video self-analysis was beneficial in informing their technology integration lesson planning process because the videos enabled them to observe their actual teaching practices. As a result, the pre-service teacher participants were able to critically assess their TPACK strength and limitations. In addition to changing participants’ TPACK perceptions, the participants also applied the lessons learned from their ERDS guided video self-analysis to actually change and improve their technology integration skills. For example, 85.7% (n=18/21) of the participants actually changed their instructional behaviors based on their self-prescribed action plan they outlined in their technology-enhanced lesson plans.
The findings from this study suggest that the use of an ERDS guided video self-analysis instructional component was beneficial in helping pre-service teachers improve their ability to teach with technology because 1) it helped them challenge their own preconceptions of their TPACK; 2) enabled them to critique their own teaching and technology integration skills and; 3) provided them with authentic and accurate depictions of technology integration skills (e.g., videotaped lessons) so they could accurately prescribe a specific plan of action to improve their future technology-enhanced lessons. While this is only one study within a specific context, the results from this research suggest it may be worthwhile for scholars and teacher educators to continue examining the effects of using an ERDS guided video self-analysis instructional approach to improve teachers’ TPACK and technology integration skills.
Jang, James, "REIMAGINING TECHNOLOGY PREPARATION FOR PRE-SERVICE TEACHERS: EXPLORING HOW THE USE OF A VIDEO SELF-ANALYSIS INSTRUCTIONAL COMPONENT, BASED ON THE EVIDENTIAL REASONING AND DECISION SUPPORT MODEL, IMPACTS PRE-SERVICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE" (2019). Dissertations - ALL. 1123.