Teacher Prep Programs and Technology-Rich Classrooms

Introduction and Problem Statement

Today's classrooms are utilizing technology-rich environments more heavily than ever before, yet it remains unclear whether teacher preparation programs are equipping future teachers to operate effectively in such settings. This dissertation proposal investigates that gap through a phenomenological approach, in which the researcher observes new teachers' responses to technology-rich classroom environments in order to assess their level of preparedness.

Research Questions: Are teacher preparation programs preparing our future teachers to operate in a technology-rich classroom environment? What can the reactions of new teachers in such environments tell us about the preparation training currently being given?

Purpose Statement: The purpose of this study is to observe new teachers in technology-rich classroom environments and assess their reactions — specifically, whether they appear prepared to utilize the offerings of such environments.

Significance of Study: This study will shed light on the effectiveness of teacher preparation programs regarding new teachers' readiness for technology-rich classroom environments. Its outcomes may be useful in informing future program organizers about the current state of teacher preparedness, allowing them to adjust their program orientation if needed.

Definition of Terms: Key terms are defined for the purpose of this study within the full dissertation.

Limitations of Study: The limitations of a phenomenological approach are that it can only provide qualitative analysis, not quantitative. Some researchers believe that empirical science requires empirical data and results. While this researcher considers qualitative assessments to be at least as valuable as quantitative ones, it is understood that such a view is not unanimous.

This study is also limited in terms of scope and sample size. The nature of a phenomenological study is such that it allows maximum scrutiny of a minimum base. Conclusions may be drawn about that base, but whether they can be applied to a broader whole is subject to debate.

Literature Review Strategy

Assumptions: While it is not assumed that the three subjects are representative of the products of teacher preparation programs as a whole across the nation, it is assumed that a general sense of the state of such programs can be assessed from the phenomenological study of these individuals.

The literature review uses keyword searches drawn from selected readings to generate results that develop both a broader and more in-depth understanding of the relevant literature in this area. Brush and Saye's (2009) study titled "Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively," published in Contemporary Issues in Technology and Social Studies Teacher Education, 9(1), serves as a helpful starting point for exploring educational technology integration in teacher training.

The review is organized into sections beginning with a brief history of research related to this area, followed by a discussion of why the topic matters. The literature is then connected to this study's research questions. The section concludes with a discussion of current and recommended practices for preparing teachers to use technology effectively, followed by a summary.

Methodology and Data Collection

This study uses a phenomenological approach to discover the current state of new teacher preparedness for technology-rich classroom environments. The researcher selects three new teachers to observe. These teachers are randomly but selectively chosen from a pool of personal contacts the researcher maintains among various programs and schools across the country.

The purpose of the observation is to identify levels of resistance and/or acceptance of new technology and to assess whether these reactions stem from insufficient training, sufficient training, personal inclination, or other factors. The observations are accompanied by in-depth interviews with each of the three subjects. During these interviews, the researcher characterizes the subject's personality, background, and degree of teacher training, then uses this information to construct a composite profile. Based on these profiles, the researcher develops a conclusion regarding the research questions. All interviews are conducted over the course of one month following the new teachers' entry into the classroom setting.

Data Collection Method: Observation and interviews with participants.

Interview Questionnaire:

The following questions guide the interviews with participants:

Why This Approach: A phenomenological approach is best suited for this study because it positions the researcher to gain a deeper, more intuitive understanding of the problem by immersing himself in the environment and directly observing each subject. This method aligns well with the exploratory nature of the research question, as qualitative inquiry is particularly effective when the goal is to understand lived experience rather than measure outcomes statistically.

This section of the full dissertation will conclude with a description of participants' data source rights and any legal issues that may pertain to the study. No legal complications are currently anticipated.