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dc.contributor.authorHorgan, Robert
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2019-09-10T19:01:54Z
dc.date.available2019-09-10T19:01:54Z
dc.identifier.urihttp://hdl.handle.net/1974/26537
dc.description.abstractThe goal of this case study was to understand and identify the supporting factors to prepare elementary preservice teachers to integrate information and communication technology (ICT) in teaching and learning. My interest in examining these factors lies within the context of the intended (what the University and/or Faculty of Education planned to do), enacted (what course instructors did to prepare and deliver their courses), and experienced (what preservice teachers reported that they learned) curriculum. Data were collected from 16 stakeholders associated with a Bachelor of Education program (primary/junior level) at a large Canadian university. Data collection included interviews with three participant groups (university administrators, course instructors, and elementary preservice teachers), researcher observations, and document analysis. The results of the qualitative analysis indicated that four key supporting factors for the integration of ICT in teaching and learning existed: Strategic curriculum, standardized technology, blended learning, and integrated learning. Findings further suggested that TPACK (Mishra & Koehler, 2006) might be envisioned as a prescriptive, rather than just a descriptive model, offering a preliminary look at effective processes to prepare preservice teachers. Finally, the results suggested that three key theoretical models: Ertmer’s (1999) First and Second Order Barriers to Technology Integration, Puentedura’s (2006, 2009) Substitution, Augmentation, Modification, and Redefinition (SAMR) framework, and Mishra and Koehler’s (2006) TPACK model, might be best used in conjunction with one another to effectively prepare preservice teachers to integrate ICT in teaching and learning. Theoretical and practical implications, as well as limitations associated with this case study are discussed.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectElementary Teacher Educationen_US
dc.titlePreparing Elementary Preservice Teachers to Integrate Information and Communications Technology in Teaching and Learning: Exploring the Intended, Enacted, and Experienced Curriculumen_US
dc.typethesisen
dc.description.degreeDoctor of Philosophyen_US
dc.contributor.supervisorChin, Peter
dc.contributor.departmentEducationen_US
dc.embargo.termsNoneen_US
dc.embargo.liftdate2019-09-10


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