A Phenomenological Study of the Impact of Pre-Service and In
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A PHENOMENOLOGICAL STUDY OF THE IMPACT OF PRE-SERVICE AND IN- SERVICE TRAINING REGARDING THE INTEGRATION OF TWENTY-FIRST CENTURY TECHNOLOGIES INTO SELECTED TEACHERS’ INSTRUCTION by Christopher Clark Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University April, 2013 A PHENOMENOLOGICAL STUDY OF THE IMPACT OF PRE-SERVICE AND IN- SERVICE TRAINING REGARDING THE INTEGRATION OF TWENTY-FIRST CENTURY TECHNOLOGIES INTO SELECTED TEACHERS’ INSTRUCTION by Christopher Clark A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA April, 2013 APPROVED BY: ELLEN LOWRIE BLACK, Ed.D., Committee Chair ANDREW T. ALEXSON, Ed.D., Committee Member MATTHEW DAVID TOWLES, Ph.D., Committee Member SCOTT WATSON, Ph.D., Associate Dean, Advanced Programs 2 A PHENOMENOLOGICAL STUDY OF THE IMPACT OF PRE-SERVICE AND IN- SERVICE TRAINING REGARDING THE INTEGRATION OF TWENTY-FIRST CENTURY TECHNOLOGIES INTO SELECTED TEACHERS’ INSTRUCTION ABSTRACT The purpose of this transcendental phenomenological study is to understand how in- service teachers with three to five years of experience perceive their pre-service and in- service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe the following: (1) How do third through fifth year teachers in one public school district in North Carolina feel about their technological awareness and ability to integrate twenty-first century technologies into their instruction? (2) How do third through fifth year teachers in one public school district in North Carolina describe their college experiences with training them to integrate twenty-first century technology into their instruction? (3) How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first century technology into their instruction? Through interviews, a focus group, and the use of the Computer User Self- Efficacy (CUSE) survey, themes were identified that described participant perceptions of the phenomena of twenty-first century technology integration training. Participant reported themes were: (a) high level of confidence and skill when selecting twenty-first century technologies, (b) integration must be planned for, (c) college professors rarely integrated technologies, (d) twenty-first century technology assignments were neither purposeful nor rigorous, (e) integration confidence/competence began during field placements, (f) staff development exposed participants to a wealth of technologies, and 3 (g) staff development lacked focus and purpose. In turn these themes were used in developing a list of best practices as articulated by the participants. The implications are discussed and further recommendations are made for college of education programs and staff development coordinators along with suggestions for future research. Keywords: accredited institution of higher education, andragogy, best practices, CEU, efficacy, in-service, pre-service, staff development, technology integration, traditional licensure, twenty-first century technology 4 DEDICATION It is with love and devotion I dedicate this dissertation to my wonderful and loving wife Celia who has supported me and put up with all the countless hours I have had to be away from her, either on the road, or in the next room. I thank you for the sacrifices you have made. 5 ACKNOWLEDGMENTS There are many individuals to whom I owe a debt of gratitude for their constant support during this process. However, I want to thank the Lord for, (if I may borrow from a professor of mine), “blessing the work of my hands” as Dr. Ellen Lowrie Black used to say in our classes, for the Lord has truly been behind any and all successful ventures during my lifetime. His ever present grace and sustaining salvation continues to carry me each day as I attempt to become more like Him. Thank you God for adopting me as your son! To my children, Hannah, Benjamin and Trey: thank you for your love, being quiet when I needed it, and for believing in me. I will always love you! To my parents, Rev. Roy Clark and Dr. Juanita Clark, the best parents anyone could have. You two have been such an anchor in my life. Words will never describe how much I love and appreciate you both. Thank you most of all for introducing me to Jesus at the young age of five, those seeds continue on in my own children! To my sister Kimberly, you have always been my greatest cheerleader. Your enthusiasm and constant encouragement mean the world to me. To Dr. Ellen Lowrie Black, you have truly blessed me by providing the encouragement, and any assistance that I might have needed at a moment’s notice. To Dr. Andrew T. Alexson, and Dr. Matthew David Towles your work as committee members has made me a better researcher and writer. Finally there are others who have helped me along this journey by offering guidance, council, and support through-out this process: Dr. Lucinda Spaulding, Mrs. Debbie K. Locklear, Dr. Brenda Dial-Deese, Dr. Sandra McCormick, Dr. Regionald Oxendine, Jr., and my Liberty University professors. 6 Table of Contents DEDICATION .................................................................................................................... 5 ACKNOWLEDGMENTS .................................................................................................. 6 List of Tables .................................................................................................................... 11 List of Abbreviations ........................................................................................................ 12 CHAPTER ONE: INTRODUCTION ............................................................................... 14 Background ................................................................................................................. 15 Relationship between the Theoretical Framework and the Purpose of the Study 17 Problem Statement ...................................................................................................... 21 Purpose Statement ....................................................................................................... 25 Significance of the Study ............................................................................................ 26 Research Questions ..................................................................................................... 29 Research Question One ......................................................................................... 29 Research Question Two ........................................................................................ 29 Research Question Three ...................................................................................... 29 Delimitations .............................................................................................................. 30 Research Plan ............................................................................................................. 31 Rationale for Transcendental Phenomenology ..................................................... 32 Definition of Terms.................................................................................................... 34 CHAPTER TWO: LITERATURE REVIEW ................................................................... 36 Introduction ................................................................................................................ 36 Theoretical Framework .............................................................................................. 38 Andragogy............................................................................................................. 39 7 Technological, Pedagogical, Content Knowledge (TPACK) ............................... 42 Review of the Literature ............................................................................................ 43 Pre-Service Teacher Preparation ........................................................................... 43 In-Service Teacher Preparation ............................................................................. 61 Summary .................................................................................................................... 70 CHAPTER THREE: METHODOLOGY ......................................................................... 72 Introduction ................................................................................................................ 72 Research Design......................................................................................................... 74 Transcendental Phenomenological Research ........................................................ 76 Site .............................................................................................................................. 78 Participants .................................................................................................................. 79 Personal Biography ..................................................................................................... 83 Data Collection ........................................................................................................... 84 Interviews