The purpose of this case study was to explore one teacher preparation program's internship model as implemented in one school district and discover the extent to which training for teaching with technology was integrated into the process. It also aimed to understand how former intern teachers felt the entire preparation program equipped them for technology-rich instruction during their first year of full-time teaching. Internship program documents and lesson plans were analyzed, and early career teachers, mentor teachers, school administrators, and internship program coordinators were interviewed individually. Classroom observations were conducted for the lesson plans analyzed. Findings spotlighted the district’s technology-friendly and rich context and the centrality of dedicated mentor teachers to the program’s success. Though the presence of these factors did not completely negate praxis shock, it was moved to the onset of the internship period instead of the onset of first-year teaching and was potentially truncated due to the district’s context and mentor support.
","abstract_html":"<p>The purpose of this case study was to explore one teacher preparation program's internship model as implemented in one school district and discover the extent to which training for teaching with technology was integrated into the process. It also aimed to understand how former intern teachers felt the entire preparation program equipped them for technology-rich instruction during their first year of full-time teaching. Internship program documents and lesson plans were analyzed, and early career teachers, mentor teachers, school administrators, and internship program coordinators were interviewed individually. Classroom observations were conducted for the lesson plans analyzed. Findings spotlighted the district’s technology-friendly and rich context and the centrality of dedicated mentor teachers to the program’s success. Though the presence of these factors did not completely negate praxis shock, it was moved to the onset of the internship period instead of the onset of first-year teaching and was potentially truncated due to the district’s context and mentor support. </p>","abstract_has_math":false,"creators":["Milner, Stephanie"],"institution":null,"degree_name":"Doctor of Education in Instructional Technology","degree_level":"Dissertation","degree_discipline":"Instructional Technology","degree_department":null,"school":null,"contributors":["Dr. Meghan Adams","Dr. Yi Jin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-06-05T07:00:00Z","date_published":"2023-06-05T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["internship","community of practice","early career teacher","technology integration","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/instruceddoc_etd/17","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Meghan Adams","Dr. Yi Jin"]},{"key":"dc:creator","label":"Author","values":["Milner, Stephanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Instructional Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["internship","community of practice","early career teacher","technology integration","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/instruceddoc_etd/17"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this case study was to explore one teacher preparation program's internship model as implemented in one school district and discover the extent to which training for teaching with technology was integrated into the process. It also aimed to understand how former intern teachers felt the entire preparation program equipped them for technology-rich instruction during their first year of full-time teaching. Internship program documents and lesson plans were analyzed, and early career teachers, mentor teachers, school administrators, and internship program coordinators were interviewed individually. Classroom observations were conducted for the lesson plans analyzed. Findings spotlighted the district’s technology-friendly and rich context and the centrality of dedicated mentor teachers to the program’s success. Though the presence of these factors did not completely negate praxis shock, it was moved to the onset of the internship period instead of the onset of first-year teaching and was potentially truncated due to the district’s context and mentor support.
"]},{"key":"dc:title","label":"Title","values":["Becoming an Effective Digital Educator: A Case Study of Technology Preparation in a Novel Preservice Teacher Internship Program"]}]}],"canonical_facts":{"dc:contributor":["Dr. Meghan Adams","Dr. Yi Jin"],"dc:creator":["Milner, Stephanie"],"dc:description.abstract":["The purpose of this case study was to explore one teacher preparation program's internship model as implemented in one school district and discover the extent to which training for teaching with technology was integrated into the process. It also aimed to understand how former intern teachers felt the entire preparation program equipped them for technology-rich instruction during their first year of full-time teaching. Internship program documents and lesson plans were analyzed, and early career teachers, mentor teachers, school administrators, and internship program coordinators were interviewed individually. Classroom observations were conducted for the lesson plans analyzed. Findings spotlighted the district’s technology-friendly and rich context and the centrality of dedicated mentor teachers to the program’s success. Though the presence of these factors did not completely negate praxis shock, it was moved to the onset of the internship period instead of the onset of first-year teaching and was potentially truncated due to the district’s context and mentor support.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/instruceddoc_etd/17"],"dc:subject":["internship","community of practice","early career teacher","technology integration","Educational Technology"],"dc:title":["Becoming an Effective Digital Educator: A Case Study of Technology Preparation in a Novel Preservice Teacher Internship Program"],"thesis:degree_discipline":["Instructional Technology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Instructional Technology"]},"updated_at":"2026-07-24T02:44:06Z"}