Within the sphere of education, navigating throughout a digital world has become a matter of necessity for the developing professional, as with the advent of Document Camera Technology (DCT). This study explores the pedagogical implications of implementing DCT; to see if there is a relationship between teachers’ comfort with DCT and to the self-efficacy beliefs of teachers. The literature describes our educational system “at risk,” comprised of digital “natives” and “immigrants” each challenged by a culture of “disconnected” digital-kids (DOE, 1999; Prensky, 2001; Levin, 2002). Narrative inquiry thematically analyzes the experience of teachers on the cusp of Technology Integration (TI). Research results indicate positive experiential evidence of DCT integration irrespective of CSE. The battery of teacher experience discloses variance in DCT integration. The “singularity” of DCT integration and the mediation of big-screen-instructional practices were found shifting the paradigm for teacher pedagogy in a digital era (Prensky, 2001).
","abstract_html":"<p>Within the sphere of education, navigating throughout a digital world has become a matter of necessity for the developing professional, as with the advent of Document Camera Technology (DCT). This study explores the pedagogical implications of implementing DCT; to see if there is a relationship between teachers’ comfort with DCT and to the self-efficacy beliefs of teachers. The literature describes our educational system “at risk,” comprised of digital “natives” and “immigrants” each challenged by a culture of “disconnected” digital-kids (DOE, 1999; Prensky, 2001; Levin, 2002). Narrative inquiry thematically analyzes the experience of teachers on the cusp of Technology Integration (TI). Research results indicate positive experiential evidence of DCT integration irrespective of CSE. The battery of teacher experience discloses variance in DCT integration. The “singularity” of DCT integration and the mediation of big-screen-instructional practices were found shifting the paradigm for teacher pedagogy in a digital era (Prensky, 2001).</p>","abstract_has_math":false,"creators":["Hoge, Robert Joaquin"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["Classroom Technology","Document Camera Technology","Digital Natives","Digital Classroom","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/114","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Hoge, Robert Joaquin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Classroom Technology","Document Camera Technology","Digital Natives","Digital Classroom","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/114"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Within the sphere of education, navigating throughout a digital world has become a matter of necessity for the developing professional, as with the advent of Document Camera Technology (DCT). This study explores the pedagogical implications of implementing DCT; to see if there is a relationship between teachers’ comfort with DCT and to the self-efficacy beliefs of teachers. The literature describes our educational system “at risk,” comprised of digital “natives” and “immigrants” each challenged by a culture of “disconnected” digital-kids (DOE, 1999; Prensky, 2001; Levin, 2002). Narrative inquiry thematically analyzes the experience of teachers on the cusp of Technology Integration (TI). Research results indicate positive experiential evidence of DCT integration irrespective of CSE. The battery of teacher experience discloses variance in DCT integration. The “singularity” of DCT integration and the mediation of big-screen-instructional practices were found shifting the paradigm for teacher pedagogy in a digital era (Prensky, 2001).
"]},{"key":"dc:title","label":"Title","values":["2010 A Digital Odyssey: Exploring Document Camera Technology and Computer Self-Efficacy in a Digital Era"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Hoge, Robert Joaquin"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Within the sphere of education, navigating throughout a digital world has become a matter of necessity for the developing professional, as with the advent of Document Camera Technology (DCT). This study explores the pedagogical implications of implementing DCT; to see if there is a relationship between teachers’ comfort with DCT and to the self-efficacy beliefs of teachers. The literature describes our educational system “at risk,” comprised of digital “natives” and “immigrants” each challenged by a culture of “disconnected” digital-kids (DOE, 1999; Prensky, 2001; Levin, 2002). Narrative inquiry thematically analyzes the experience of teachers on the cusp of Technology Integration (TI). Research results indicate positive experiential evidence of DCT integration irrespective of CSE. The battery of teacher experience discloses variance in DCT integration. The “singularity” of DCT integration and the mediation of big-screen-instructional practices were found shifting the paradigm for teacher pedagogy in a digital era (Prensky, 2001).
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