Defense Date

10-11-2007

Graduation Date

Fall 2007

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Joseph Kush

Committee Member

David Carbonara

Committee Member

Gibbs Y. Kanyongo

Keywords

communication, constructivism, inquiry, teacher preparation programs, Technological Pedagogical Knowledge, telecollaboration

Abstract

The overall purpose of the study was to examine the relationship between Pennsylvania State System of Higher Education (PASSHE) teacher educators' pedagogical beliefs and their use of telecollaborative Internet activities in practice. The goal of this examination was to address the U.S. Department of Education's Office of Educational Research and Improvement (April 2002) call for collecting data about how digital content is being used and to make recommendations for action. The study collected data, via a web-based survey, about pedagogical beliefs and practices of PASSHE teacher educators. The analysis of descriptive statistics, rankings, Spearman rho correlations, and ANOVA calculations revealed a gap between constructivist pedagogical beliefs and actual instructional practice. Using a typology of constructivist telecollaborative activities, the study pinpointed areas of Internet-specific Pedagogical Knowledge and Technological Knowledge to be developed in PASSHE teacher educators. Recommendations were made for PASSHE programs to collaboratively create telecollaborative inquiry and communication activities, provide professional development in the use of telecollaborative activities, and support integration into teacher preparation programs.

Format

PDF

Language

English

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