Degree
Doctor of Philosophy (PhD)
Department
Lutrill & Pearl Payne School of Education
Document Type
Dissertation
Abstract
This research was an investigation of the role of emerging technologies in preparing pre-service teachers to engage with secondary learners effectively. A phenomenological approach was utilized to explore how instructional design models and constructivist learning theories shape technology training in two Southeastern public universities. The research was focused on pre-service teachers' experiences developing digital competencies, integrating instructional design, and utilizing emerging technologies in educational settings. Data was collected through semi-structured interviews and demographic surveys to understand the participants’ perspectives comprehensively. The study findings revealed that while pre-service teachers recognize the value of technology in enhancing student engagement and supporting personalized learning, they often struggle with the practical implementation of these tools. A lack of hands-on training and experiential opportunities have limited students’ ability to integrate technology effectively in real-world classroom scenarios. Results of this study indicated that teacher preparation programs should prioritize training that mirrors real-world classroom conditions, offering pre-service teachers increased opportunities to practice technology integration through simulations, student teaching experiences, and targeted instructional strategies. By fostering a more comprehensive approach to technology-enabled education, preparation provider programs can better prepare future teachers to create dynamic, student-centered, and inquiry-based learning environments. This research contributed to the ongoing discussion about enhancing teacher readiness for modern educational challenges, offering recommendations to align theoretical training with classroom realities, ultimately leading to improved educational outcomes in secondary settings.
Date
10-29-2024
Recommended Citation
DeCuir, Richelle M., "Exploring Pre-Service Teachers' Experiences with Emerging Technologies in Secondary Education: A Phenomenological Study" (2024). LSU Doctoral Dissertations. 6614.
https://repository.lsu.edu/gradschool_dissertations/6614
Committee Chair
Sulentic Dowell, Margaret-Mary
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons, Secondary Education and Teaching Commons, Social and Philosophical Foundations of Education Commons