Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Dr. Roger “Mitch” Nasser

Second Advisor

Dr. Beth Kania-Gosche

Third Advisor

Dr. Robyne Elder


This qualitative case study examined two sections of an educational technology class that was part of an elementary, early childhood, and exceptional child educator preparation program, to determine how students acquired educational technology skills for future teaching. As the ability to integrate educational technology skills into teaching and learning is vital to preservice educators, this study aimed to address possible changes needed in educator preparation programs to ensure preservice educators are ready to effectively teach with educational technology in their field experiences, student teaching, and future classrooms. In order to examine how students acquired educational technology skills, the researcher observed two sections of an educational technology class at a regional state university, as well as conducted interviews with students in the class. The researcher also used instructor-assigned application journals, pre- and post-surveys, and Philosophy of Educational Technology Integration Statements. The researcher also used a Modified STEBI-B, given to students at the beginning and end of the semester, to evaluate student self-perceived growth in 19 educational technology skills.

Through qualitative analysis of the data, the researcher ascertained that students acquired educational technology skills through instructor modeling of technology tools and skills followed by application assignments with the tools and skills. The researcher also ascertained that the digital competence of the instructor impacted the ability of students to acquire technology skills and that the use of a hybrid instructional design, one day face-to-face and one day online, for the course allowed students more time to interact with the technology and boosted student acquisition of educational technology skills. By completing qualitative data analysis on student application journals, the researcher also ascertained that the application journals ensured students spent time interacting with educational technology tools in a more in-depth manner. The researcher suggests that educator preparation programs support teacher educators in participating in technology professional development on an ongoing basis. The researcher also suggests that educator preparation programs carefully consider the instructional design of educational technology courses, as well as ensuring technology integration is embedded in all educator preparation coursework in a thoughtful and meaningful way, including content courses.


Copyright 2022, Jana Gerard.

Included in

Education Commons