{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1557"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1557","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Teacher Candidates' Digital Literacy and Their Technology Integration Efficacy","abstract":"The purpose of this study was to investigate perceived digital literacy levels and technology integration efficacy of preservice teaching (PST) candidates. The sample was comprised of PST candidates from two universities and one college in the southeastern United States that differ in size and culture. The study used a quantitative approach. PST candidates self-rated their digital literacy levels and technology integration efficacy using an online digital literacy survey. The relationship between PST candidates' perceptions of their digital literacy level and their level of technology integration efficacy was investigated. The existence of a digital divide has recently been of concern to educational stakeholders. Because of this concern, several other relationships with digital literacy were analyzed: age, race, financial aid status; laptop/personal computer/Internet accessible device ownership, time of laptop/personal computer/Internet accessible device ownership and Internet access level. The results of this study will be important to both College of Education faculty and P - 12 public school systems because digital literacy and technology integration efficacy within both content and pedagogical knowledge are important requirements necessary for our PST candidates to successfully take the helm of their 21st Century classrooms.","abstract_html":"The purpose of this study was to investigate perceived digital literacy levels and technology integration efficacy of preservice teaching (PST) candidates. The sample was comprised of PST candidates from two universities and one college in the southeastern United States that differ in size and culture. The study used a quantitative approach. PST candidates self-rated their digital literacy levels and technology integration efficacy using an online digital literacy survey. The relationship between PST candidates' perceptions of their digital literacy level and their level of technology integration efficacy was investigated. The existence of a digital divide has recently been of concern to educational stakeholders. Because of this concern, several other relationships with digital literacy were analyzed: age, race, financial aid status; laptop/personal computer/Internet accessible device ownership, time of laptop/personal computer/Internet accessible device ownership and Internet access level. The results of this study will be important to both College of Education faculty and P - 12 public school systems because digital literacy and technology integration efficacy within both content and pedagogical knowledge are important requirements necessary for our PST candidates to successfully take the helm of their 21st Century classrooms.","abstract_has_math":false,"creators":["Tyger, Rona Lynette"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Delores Liston","Bryan Griffin","Sonya Shepherd"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12-01T08:00:00Z","date_published":"2011-12-01T08:00:00Z","updated_at":"2026-07-24T02:27:12Z","subjects":["ETD","21st century classrooms","21st century teaching","D-generation","Digital citizen","Digital divide","Digital literacy","Digital natives","Digital pedagogy","Educational technology","Generation M2","LoTi","Preservice teacher education candidates","TICS"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/557","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Delores Liston","Bryan Griffin","Sonya Shepherd"]},{"key":"dc:creator","label":"Author","values":["Tyger, Rona Lynette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","21st century classrooms","21st century teaching","D-generation","Digital citizen","Digital divide","Digital literacy","Digital natives","Digital pedagogy","Educational technology","Generation M2","LoTi","Preservice teacher education candidates","TICS"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/557"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate perceived digital literacy levels and technology integration efficacy of preservice teaching (PST) candidates. The sample was comprised of PST candidates from two universities and one college in the southeastern United States that differ in size and culture. The study used a quantitative approach. PST candidates self-rated their digital literacy levels and technology integration efficacy using an online digital literacy survey. The relationship between PST candidates' perceptions of their digital literacy level and their level of technology integration efficacy was investigated. The existence of a digital divide has recently been of concern to educational stakeholders. Because of this concern, several other relationships with digital literacy were analyzed: age, race, financial aid status; laptop/personal computer/Internet accessible device ownership, time of laptop/personal computer/Internet accessible device ownership and Internet access level. The results of this study will be important to both College of Education faculty and P - 12 public school systems because digital literacy and technology integration efficacy within both content and pedagogical knowledge are important requirements necessary for our PST candidates to successfully take the helm of their 21st Century classrooms."]},{"key":"dc:title","label":"Title","values":["Teacher Candidates' Digital Literacy and Their Technology Integration Efficacy"]}]}],"canonical_facts":{"dc:contributor":["Delores Liston","Bryan Griffin","Sonya Shepherd"],"dc:creator":["Tyger, Rona Lynette"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate perceived digital literacy levels and technology integration efficacy of preservice teaching (PST) candidates. The sample was comprised of PST candidates from two universities and one college in the southeastern United States that differ in size and culture. The study used a quantitative approach. PST candidates self-rated their digital literacy levels and technology integration efficacy using an online digital literacy survey. The relationship between PST candidates' perceptions of their digital literacy level and their level of technology integration efficacy was investigated. The existence of a digital divide has recently been of concern to educational stakeholders. Because of this concern, several other relationships with digital literacy were analyzed: age, race, financial aid status; laptop/personal computer/Internet accessible device ownership, time of laptop/personal computer/Internet accessible device ownership and Internet access level. The results of this study will be important to both College of Education faculty and P - 12 public school systems because digital literacy and technology integration efficacy within both content and pedagogical knowledge are important requirements necessary for our PST candidates to successfully take the helm of their 21st Century classrooms."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/557"],"dc:subject":["ETD","21st century classrooms","21st century teaching","D-generation","Digital citizen","Digital divide","Digital literacy","Digital natives","Digital pedagogy","Educational technology","Generation M2","LoTi","Preservice teacher education candidates","TICS"],"dc:title":["Teacher Candidates' Digital Literacy and Their Technology Integration Efficacy"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:12Z"}