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Exploring Technology Integration in School-Based Agricultural Education (SBAE) Teacher Education: A Study of Preservice Teachers' Experience

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dc.contributor.authorLayne, Logan Joshuaen
dc.contributor.committeechairWestfall-Rudd, Donna Marieen
dc.contributor.committeememberDrape, Tiffany A.en
dc.contributor.committeememberSunderman, Hannah Marieen
dc.contributor.committeememberStair, Kristinen
dc.contributor.departmentAgricultural, Leadership, and Community Educationen
dc.date.accessioned2024-11-22T09:00:10Zen
dc.date.available2024-11-22T09:00:10Zen
dc.date.issued2024-11-21en
dc.description.abstractTeacher education programs have been known to omit critical aspects of technology preparation among undergraduates. Teaching practices are constantly evolving to accommodate the latest innovations in society; therefore, change is required in how we prepare educators to integrate technology into the classroom. As technology continues to change, teachers' practices need to reflect on how teachers are prepared to integrate technology into teaching and learning. Researchers have often found various ways to help prepare teachers to incorporate technology, including field experiences and various program design models. There has been a lack of research within School-Based Agricultural Education (SBAE) of preservice teachers integrating technology into the classroom. A qualitative phenomenology was conducted among nine preservice SBAE teachers regarding their experiences integrating technology during their time in their teacher education program. The Unified Theory of Acceptance and Usage of Technology (UTAUT) served as the theoretical framework to aid in conceptualizing the experiences of preservice SBAE teachers. The thematic findings from this study address the lack of preparation from their teacher education programs, support and expectations, challenges integrating technology into the classroom, succession of technology integration, and technology strategies for teaching and learning.en
dc.description.abstractgeneralThe use of technology in education is more prevalent in today's classrooms than ever before, and teachers are required to revitalize their methods for ensuring student success. Developing an understanding of how technology can appropriately assist both students and teachers in classrooms is vital to ensuring success. Postsecondary teacher education programs are not adequately preparing teachers to effectively integrate technology into their classrooms and curriculum. As graduates leave these programs and enter the classrooms, it is critical that they understand the implications of the various types of technology on student learning. This qualitative research study focuses on understanding how School-Based Agricultural Education (SBAE) teacher education programs prepare preservice teachers to integrate technology into the classroom. Nine preservice SBAE teachers from the Southeastern region of the United States participated in this study through semi-structured interviews and document collections of course syllabi and lesson plans they created. The preservice teachers showcase a lack of understanding of how to adequately integrate technology in the classroom and highlight the challenges they experience during their student teaching practicum. Additionally, SBAE teacher education programs are not preparing teachers to integrate technology which is a proven challenge among the participants. SBAE teacher education programs should reconsider how they scaffold this to their preservice teachers.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:41580en
dc.identifier.urihttps://hdl.handle.net/10919/123645en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectTeacher Education Programen
dc.subjectSchool-Based Agricultural Education (SBAE)en
dc.subjectPreservice Teachersen
dc.subjectTechnology Integrationen
dc.titleExploring Technology Integration in School-Based Agricultural Education (SBAE) Teacher Education: A Study of Preservice Teachers' Experienceen
dc.typeDissertationen
thesis.degree.disciplineAgricultural and Extension Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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