Listen and learn: Research paper 
Constructivism and Educational Technology
-Build tangible artifacts that help model understanding of the world; students can simply and easily use educational technologies to accomplish this(Boytchev, 2015)
-The development of digital technologies includes mobile devices and social learning networks which means that teaching and learning happens beyond the four walls of the classroom (Kong & Song, 2013)
Technological Pedagogical and Content Knowledge (TPACK)
Educational technology integration in EPPs is crucial for preservice educators to be able to use technology in transformative ways in teaching and learning (Schmidt-Crawford et al., 2018)
Technology should be integrated in creative ways in EPPs (Koehler & Mishra, 2009)
Preservice educators learn technology integration throughout all TPACK domains (Buss et al., 2015)
TPACK helps to combine technology integration with critical thinking and problem-solving (Parra et al., 2019)
Qualitative case study
-Case study supported by research of Parra et al. (2019) and Lee and Kim (2017)
Research Site
-A regional midwestern university
Participants
-38 preservice educators enrolled in two sections of Instructional and Assistive Technology in Universally Designed Learning Environments taught by the same instructor
Research questions
-How do students in a technology class in an elementary, early childhood, and exceptional child educator preparation program acquire educational technology skills to be used for future teaching?
-How do opinions of students in a technology class in an elementary, early childhood, and exceptional child educator preparation program regarding teaching with technology change during an educational technology class?
-How do prior technology skills affect the opinions of students in a technology class in an elementary, early childhood, and exceptional child educator preparation program learning educational technology to be used for future teaching?
Data collection sources
-Observations
-Interviews with eight preservice educators
-Modified STEBI-B
-Instructor created application journal prompts and student responses
-Instructor created pre- and post-surveys and student responses
-Instructor created Philosophy of Technology Integration Statements prompts and student responses
Data Collection
-Modified STEBI-B given weeks 1 and 2 as well as weeks 15 and 16
-Measured opinion changes, effect on opinions
-Observations conducted weeks 5 and 11 in all course sections
-Eight total observations
-Measured skill acquisition, application journal perception, opinion changes, effect on opinions
-Interviews conducted weeks 11-15
-Eight students, eight interview questions
-Measured skill acquisition, application journal perception, opinion changes, effect on opinions
-Philosophy of Educational Technology Integration Statements collected week 16
-Measured opinion changes
-Pre- and post-surveys, pre-survey given week 1 and post-survey given week 16, collected week 16
-Measured effect on opinion changes
Data Analysis
-Creswell and Poth’s (2018) Data Analysis Spiral
-Manage and organize data
-Read and memo ideas
-Describe and classify codes into themes
-Develop and assess data interpretations
-Represent and visualize data
34 of 38 students demonstrated growth in all 19 educational technology skills as measured by the pre- and post-surveys
-Pre- and post surveys measured self-perceived growth
-Four students did not complete the post-survey so their data could not be used to measure growth
Q1 Theme One: Hybrid instructional design of the class impacted students’ acquisition of educational technology skills
-AB format: one day of in-person instruction, one day of asynchronous online learning
-Intentional design of the course in the LMS
-Consistent flow of the class
Q1 Theme Two: Application learning was pivotal in acquiring educational technology skills for future teaching
-Consistent process for teaching skills/tools in every class
-Instructor demonstration, guided practice, asynchronous online application assignment
Q1 Theme Three: The educational technology competence of the instructor of the course impacted the educational technology learning of the students
-Used Palacios Hidalgo et al.’s (2020) definition of digital competence
-Instructor demonstrated digital competence in multiple ways
-Demonstrated competence in the use of a variety of digital skills and tools
-Demonstrated multiple ways to use a variety of digital skills and tools in teaching and learning
-Demonstrated the ability to troubleshoot technology issues
-Able to answer questions posed by students regarding digital tools and skills
Q1 Theme Four: Class culture affected how students acquired educational technology skills
-Instructor encouraged a positive relationship between instructor and students
-Called students by name
-Asked students how they were doing and feeling
-Encouraged students to ask questions, even if questions were not directly related to class content
-Always ended class with discussion and reflection
-As the semester progressed, more students participated in discussion and reflection and discussion became more positive
Q2 Theme One: Students’ opinions about teaching with technology became more positive as students’ abilities to teach with technology grew
-As students became more positive in their educational technology skills, class discussion and reflection became more positive
-Modified STEBI-B average score in weeks 1-2 was 5.66, while the score for weeks 15-16 was 9.26, a difference of +3.6
-Modified STEBI-B linked self-efficacy with technology to opinions about technology
Q2 Theme Two: Growth in perspective, mindset, and/or abilities
-33 of 34 students reported in the post-survey that they had experienced a positive shift in their perspective, mindset, and/or abilities with regards to teaching with technology during the class
-Of the 18 students that reported the most growth with using technology, 17 students reported a positive shift in perspective, mindset or abilities
-The student with the most growth points, 48, stated that they were now very confident in their ability to incorporate UDL principles into their teaching
Q3 Theme One: Prior technology skills impacted opinions of students who showed growth
-7 of 8 interviewed students demonstrated growth in technology skills
-1 interviewed student did not complete the post-survey so growth could not be measured
-3 of 8 interviewed students stated that their opinions regarding teaching with technology had changed in a positive manner during the class
-3 of 8 interviewed students stated that they always believed that teaching with technology was important
-1 student stated that their opinion had not changed, but that student did demonstrate growth with technology skills
Additional Results: Application of educational technology skills to real-world situations
-Students commented on their ability to apply learning from this class to other classes and field/clinical experiences
-Students reported feeling more confident in their ability to apply learning from this class in field/clinical experiences
-Student’s responses suggest that students see a connection between the digital fluency skills they learned in class to teaching and learning in future classes and their future classrooms
Additional Results: Students believe they have learned more educational technology skills than those explicitly listed in the curriculum
-Student answers to interview questions one and seven as well as the open-ended post-survey questions indicated that students had implicitly learned educational technology tools and skills not explicitly listed as topics in the course syllabus
-Students gave examples in their Philosophy of Technology Integration Statements of technology integration skills not explicitly listed in the course syllabus
-Students gave examples of an understanding of the need for continuing professional development with technology skills
-Students gave examples of how they would use technology to teach effectively and in innovative ways
-Students were not specific as to how the skills were learned
-EPPs need to provide authentic learning experiences for preservice educators to effectively learn educational technology skills so preservice educators can fully integrate technology appropriately and effectively in teaching and learning (Tearle & Golder, 2008)
-Preservice educators must interact with technology in ways that foster multiple opportunities to apply technology in teaching and learning (Parra et al. 2019) and preservice educators must be digitally competent to effectively and appropriately integrate technology into teaching and learning (Dincer, 2018)
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