Advisor(s) - Committee Chair
Martha Day (Director), Janet Applin, Jie Zhang
Educational Leadership Doctoral Program
Doctor of Education
This study examined the relationship of pre-service teachers’ self-theories of intelligence (mindset) and their attitudes about Web 2.0. The research questions evaluate: (a) Whether a significant correlation exists between pre-service teachers’ mindsets and attitudes about Web 2.0 (social media), and (b) Whether significant differences exist between demographic groups (e.g., age, certification area, gender) and their attitudes about Web 2.0 (social media). Results of the study indicate that a weak correlation between pre-service teachers’ perceived mindsets and perceived attitudes about Web 2.0 was statistically significant. In addition, significant differences were found based upon certification area, gender, and age with the sample’s attitudes about Web 2.0 tools. Future research might include the manipulation of pre-service teachers’ mindsets to measure the affect on their attitudes toward Web 2.0. Analysis of pre-service teachers’ mindsets and attitudes about Web 2.0 on a more comprehensive scale (state or national), as opposed to regional, will provide greater insights into the affect of mindsets on attitudes about Web 2.0, particularly within specific demographics due to increasing the sample size. One possible outcome of this study is that pre-service teacher programs might better prepare their graduates to utilize Web 2.0 technologies by manipulating preservice teachers’ fixed mindsets toward growth mindsets. Ultimately, students will benefit, as utilizing Web 2.0 skills is a necessity for the 21st century (Wagner, 2008).
Education | Educational Methods | Instructional Media Design | Teacher Education and Professional Development
Smith, Lee Ann, "Pre-Service Teachers: A Study of Self-Theories of Intelligence and Attitudes about Web 2.0" (2014). Dissertations. Paper 73.