{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/90008"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/90008","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Confronting digital folk pedagogies in Missouri educator preparation programs","abstract":"Educational technology training in many Educator Preparation Programs (EPPs) has not kept pace with the increasing digital demands of K-12 schools. A lack of state-wide educational technology competencies has resulted in curricular and instructional inconsistency among EPPs in Missouri, and inaccurate assumptions about young people, often labeled as digital natives, have made it difficult for faculty to understand their students' attitudes towards and efficacy with educational technology. This study analyzed the extent to which EPP faculty perceptions of preservice teacher educational technology use align to preservice teacher technological self-efficacy (TSE). Data collected from seven Missouri EPPs indicate several statistically significant differences between faculty perceptions and preservice teacher TSE. These findings suggest that a more accurate understanding of preservice teachers as digital natives is needed, and that in order to provide meaningful training to preservice teachers, faculty must confront their own implicit beliefs, or folk pedagogies, about how others teach and learn with technology.","abstract_html":"Educational technology training in many Educator Preparation Programs (EPPs) has not kept pace with the increasing digital demands of K-12 schools. A lack of state-wide educational technology competencies has resulted in curricular and instructional inconsistency among EPPs in Missouri, and inaccurate assumptions about young people, often labeled as digital natives, have made it difficult for faculty to understand their students' attitudes towards and efficacy with educational technology. This study analyzed the extent to which EPP faculty perceptions of preservice teacher educational technology use align to preservice teacher technological self-efficacy (TSE). Data collected from seven Missouri EPPs indicate several statistically significant differences between faculty perceptions and preservice teacher TSE. These findings suggest that a more accurate understanding of preservice teachers as digital natives is needed, and that in order to provide meaningful training to preservice teachers, faculty must confront their own implicit beliefs, or folk pedagogies, about how others teach and learn with technology.","abstract_has_math":false,"creators":["Davis, Joseph P."],"institution":"University of Missouri--Columbia","degree_name":"Pd. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Lee, Se Woong"],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T03:09:39Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/90008"],"render_values":[{"text":"https://doi.org/10.32469/10355/90008","href":"https://doi.org/10.32469/10355/90008","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/90008","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lee, Se Woong"]},{"key":"dc:creator","label":"Author","values":["Davis, Joseph P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-04T16:04:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-04T16:04:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Pd. D."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/90008"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/90008"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educational technology training in many Educator Preparation Programs (EPPs) has not kept pace with the increasing digital demands of K-12 schools. A lack of state-wide educational technology competencies has resulted in curricular and instructional inconsistency among EPPs in Missouri, and inaccurate assumptions about young people, often labeled as digital natives, have made it difficult for faculty to understand their students' attitudes towards and efficacy with educational technology. This study analyzed the extent to which EPP faculty perceptions of preservice teacher educational technology use align to preservice teacher technological self-efficacy (TSE). Data collected from seven Missouri EPPs indicate several statistically significant differences between faculty perceptions and preservice teacher TSE. These findings suggest that a more accurate understanding of preservice teachers as digital natives is needed, and that in order to provide meaningful training to preservice teachers, faculty must confront their own implicit beliefs, or folk pedagogies, about how others teach and learn with technology."]},{"key":"dc:title","label":"Title","values":["Confronting digital folk pedagogies in Missouri educator preparation programs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lee, Se Woong"],"dc:creator":["Davis, Joseph P."],"dc:date.accessioned":["2022-05-04T16:04:44Z"],"dc:date.available":["2022-05-04T16:04:44Z"],"dc:date.issued":["2021"],"dc:description.abstract":["Educational technology training in many Educator Preparation Programs (EPPs) has not kept pace with the increasing digital demands of K-12 schools. A lack of state-wide educational technology competencies has resulted in curricular and instructional inconsistency among EPPs in Missouri, and inaccurate assumptions about young people, often labeled as digital natives, have made it difficult for faculty to understand their students' attitudes towards and efficacy with educational technology. This study analyzed the extent to which EPP faculty perceptions of preservice teacher educational technology use align to preservice teacher technological self-efficacy (TSE). Data collected from seven Missouri EPPs indicate several statistically significant differences between faculty perceptions and preservice teacher TSE. These findings suggest that a more accurate understanding of preservice teachers as digital natives is needed, and that in order to provide meaningful training to preservice teachers, faculty must confront their own implicit beliefs, or folk pedagogies, about how others teach and learn with technology."],"dc:identifier.doi":["https://doi.org/10.32469/10355/90008"],"dc:identifier.uri":["https://hdl.handle.net/10355/90008"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["Confronting digital folk pedagogies in Missouri educator preparation programs"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Pd. D."]},"updated_at":"2026-07-24T03:09:39Z"}