The Impact of a Paired Grouping Pre-Service Technology Integration Course on Student Participant Attitudes, Proficiency, and Technological Knowledge Toward Technology

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The purpose of this case study with supporting quantitative data was to investigate the influence of paired grouping on student participants' perceived attitudes toward technology, perceived proficiency with technology, and perceived technological knowledge after completing a required educational technology course. Additionally, student participants' perceptions regarding the use of paired grouping on their attitudes, proficiency, and technological knowledge with regard to technology was also investigated. To measure the difference between perceived attitudes toward technology, perceived proficiency with technology, and perceived technological knowledge after completing a required educational technology course, 83 student participants enrolled in a required educational technology course at a ... continued below

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Giles, Linda M August 2016.

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  • Giles, Linda M

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The purpose of this case study with supporting quantitative data was to investigate the influence of paired grouping on student participants' perceived attitudes toward technology, perceived proficiency with technology, and perceived technological knowledge after completing a required educational technology course. Additionally, student participants' perceptions regarding the use of paired grouping on their attitudes, proficiency, and technological knowledge with regard to technology was also investigated. To measure the difference between perceived attitudes toward technology, perceived proficiency with technology, and perceived technological knowledge after completing a required educational technology course, 83 student participants enrolled in a required educational technology course at a suburban midsized Gulf Coast University in the southern United States, completed the Attitude Toward Technology Scale (ATTS), Technology Proficiency Self-Assessment for 21st Century Learning (TPSA C21), and Technological Knowledge Tool (TK). Additionally, 24 student participants participated in semi-structured interviews.

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  • August 2016

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  • Aug. 31, 2016, 10:41 p.m.

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  • Oct. 25, 2016, 10:10 a.m.

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Giles, Linda M. The Impact of a Paired Grouping Pre-Service Technology Integration Course on Student Participant Attitudes, Proficiency, and Technological Knowledge Toward Technology, dissertation, August 2016; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc862855/: accessed July 20, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .