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Friday, January 13 • 3:10pm - 3:30pm
"Good Teacher edtech leads to #TPACK and Efficacy"

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In this session, we will describe a study of the impact of the UNL TechEDGE program on students in an Elementary teacher education program. The primary purpose of the study was to examine the growth in elementary preservice teachers’ self-efficacy and frequency of technology integration into various subject areas as a teacher preparation program attempted to teach preservice teachers how to integrate technologies into instruction in elementary classrooms. A secondary purpose was to investigate whether technological knowledge of preservice teachers and teacher program modeling predict preservice teachers’ self-efficacy and frequency of technology integration. Data from 554 preservice teachers were analyzed to examine these issues.

The model we use shows the integration of the different elements that must come together to impact technology integration success and the subsequent impact on student achievement. Teacher education program impacts TPACK knowledge and procedures and Technology self-efficacy- two key components in explaining successful educationally relevant technology integration. Environmental supports moderate any impact of the learning and motivation of preservice teachers to use technology in the classroom. Instructional change led to students achievement on a variety of outcomes including subject specific knowledge, technology knowledge, and learning strategies. Following the logic expressed by Guskey (2002) we suggest that implementation creates a feedback loop that further impacts TPACK knowledge and self-efficacy.


Margaret Leon

Faculty, CalStateTEACH

avatar for Guy Trainin

Guy Trainin

Department Chair, UNL
UNL Graduate Programs, BMIT, and Code.org Partner

Friday January 13, 2017 3:10pm - 3:30pm PST