Changes in Cognitive Knowledge Structures During an Online Educational Technology Course
Abstract: The preparation of teachers to integrate technology is a critical component for their future use of technology in the classroom. Changes in relationships among technology related variables during a semester long online course revealed that students develop cognitive knowledge structures about technology integration that are consistent with structures known to exist in technology-integrating teachers. Eight constructs measured at the beginning and end of the course all came to align significantly (p < .05) with the outcome variable of Stages of Adoption of Technology, by the end of the course, while just one was significantly (p < .05) associated at the beginning of the course. Stages of Adoption highly aligned with final grade at the end of the course. Implications of findings for the verification of acquired expertise of a complex skill such as technology integration are discussed.
Presider: Rhonda Christensen, University of North Texas