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FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NET
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TitleFLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NET
AuthorBedenbaugh, Larry
Keywordsteacher
preservice
education
computer
technology
integration
preparation
Florida
university
college
AbstractThe purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for this study was drawn from the population of Florida first year PreK-12 public classroom teachers from the 2005–2006 school year who were still teaching during the 2006-2007 school year. Demographic variables, perceptions of personal technology skills, and self-reported technology integration practices were collected on the sample. Descriptive and comparative statistics were used to identify relationships between the variables. It was concluded that first year teachers in Florida who held a professional teaching certificate or graduated from a Florida public university's teacher education program perceived they were better prepared to meet national educational technology standards than first year teachers in Florida who did not. It was also determined that there was a statistically significant relationship between first year teacher perceptions for preparedness for technology integration and their perceived personal technology skills, as well as between self-reported technology integration practices of first year teachers and their perceptions of their ability to integrate technology. Two additional findings came to light during the study. The majority of first year teachers in Florida did not take the traditional university teacher preparation program as their path to certification. Additionally, the vast majority of first year teachers in Florida gave credit to independent learning in increasing their own personal technology skills.
AdviserTaylor, Rosemarye
PublisherUniversity of Central Florida
DegreeEd.D.
Degree DisciplineDepartment of Educational Research, Technology and Leadership
Degree GrantorEducation
Degree ProgramEducational Leadership EdD
Graduation Date2007-01-01
TypeDoctoral dissertation
Access LevelPublic - Allow Worldwide Access
Release Date2007-09-18
RepositoryUniversity Archives
Repository CollectionElectronic Theses and Dissertations
IdentifierCFE0001727
Access Linkhttp://purl.fcla.edu/fcla/etd/CFE0001727

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