Abstract
ABSTRACTThe purpose of this mixed-methods study was to investigate the influence of paired grouping on teacher candidates’ perceived attitude towards technology use and integration after completing a required educational technology course. To measure perceived attitude towards technology use and integration, a purposeful sample of 83 teacher candidates completed the Attitude Toward Technology Scale. Additionally, 24 teacher candidates participated in semi-structured interviews to provide a more comprehensive view of teacher candidates’ perceptions of paired grouping and what the connections were to the use of paired grouping on their perceived attitudes in regard to technology use and integration. Results indicated a statistically significant mean difference in teacher candidates’ perceived attitude towards technology use and integration prior to and following a paired grouping experience. Additionally, an improved attitude was the major theme that emerged from responses concerning paired grouping.
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