Date of Award


Document Type


Degree Name

Doctor of Education (Ded)


Professional Studies in Education

First Advisor

Valeri R. Helterbran, Ed.D.

Second Advisor

George R. Bieger, Ph.D.

Third Advisor

Kelly L. Heider, D.Ed.


Integrating technology into the classroom has been an enduring topic in the field of education for decades. While the technology types may have changed from slide projectors and calculators, to laptops and smart phones, preparing preservice teachers to integrate technology in the classroom is a constant in teacher education programs. The pace for which technology advances has forced teacher educators to reconsider how to better prepare future teachers. Attention has shifted from preservice teacher awareness of specific technologies to preparing teachers who can effectively evaluate technologies for use in the classroom. In spite of reports that today's preservice teachers are not prepared to effectively integrate technology into the classroom, evidence from this study revealed the opposite. To analyze each component and its possible relationship, a quantitative methodology was used to answer the following research questions: (1) What are the perceived levels of technology preparedness of secondary preservice teachers' as described by the TPACK framework?; (2) What are the perceived levels of self-efficacy with regards to technology integration of secondary preservice teachers?; and (3) What is the relationship between secondary preservice teachers' perceived level of technology preparedness (TPACK) and their perceived level of self-efficacy (SE) with regards to technology integration? Overall, the results indicated that preservice teachers from this sample are prepared to integrate technology into the classroom. The first indicator was the high self-efficacy levels, which are believed to be a predictor of future technology use. The second indicator was the high-levels of knowledge of the TPACK domains, a framework for effective technology integration. However, it is not as readily apparent whether the preparedness of the teachers was directly related to the teacher education programs, or the age of the participants (digital natives). It is possible that the effective modeling from the teacher educators and cooperating teachers played a part in the positive results. In essence, the positive results indicated that the secondary teachers from this study are prepared to effectively integrate technology in the classroom.