Document Type

Dissertation

Degree

Doctor of Education

Major

Education, Teaching-Learning Processes

Date of Defense

7-11-2014

Graduate Advisor

Patricia B. Kopetz, Ed.D.

Committee

Dr. Cody Ding

Dr. John Heskett

Dr. Vickie Cook

Abstract

Professional collaborative partnerships among teachers are essential in delivering appropriate services, in an inclusive classroom for students with disabilities. Web 2.0 technologies are new, yet largely unexamined, tools that may be used to facilitate collaborative partnerships. Teacher preparation programs are currently attempting to understand the behavioral intention of preservice teachers on these new technologies. A total of 590 preservice teachers participated in this study and reported their current use, perceived benefits, and behavioral intentions on Web 2.0 technologies. The Decomposed Theory of Planned Behavior (DTPB) was used as a theoretical framework to help guide the study and identify possible behavior intention factors. The collected data was analyzed through Structural Equation Modeling (SEM) to find a best-fit path model that would lead to the behavioral intention of preservice teachers to use Web 2.0 technologies. This study found that preservice teachers are using Web 2.0 technologies at an increasing rate in their teacher preparation programs. Preservice teachers also reported perceiving peer interaction and sharing resources as the greatest collaborative benefits of these technologies. When the combined factors of attitude, subjective norms, and perceived behavioral control were identified, preservice teachers intend to collaborate on Web 2.0 technologies as professional teachers. Teacher preparation program faculty should be encouraged to use Web 2.0 technologies in their courses, with the understanding that it will benefit the future collaboration of teachers.

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