Graduation Date
5-2010
Document Type
Master's Thesis
Degree Name
Master of Science
Department or Program
Education
Department or Program Chair
Madalienne F. Peters, EdD
First Reader
Madalienne F. Peters, EdD
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).