Date of Award
8-1-2025
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Fadde, Peter
Abstract
Teacher education programs (TEPs) aim to equip pre-service teachers with the knowledge and skills necessary to use technology effectively in their classrooms. However, there remains a competence gap, as many new teachers lack the skills to effectively utilize educational technology in their teaching. Studio-based Learning (SBL) is a potentially transformative method of improving pre-service technology preparation through peer feedback and iterative revision of projects. The present study examined how the SBL approach with anonymity settings impacted the pre-service teachers’ development of technological self-efficacy and the quality of their peer critiques. Employing an explanatory sequential design, the researcher collected data using a Technological Pedagogical Content Knowledge (TPACK) scale, quantitative content analysis, and reflections from focus groups and a survey. The quantitative results revealed an increase in participants’ technological self-efficacy, indicating the positive effect of engaging in constructivist studio-based learning activities. The study also found that peer critiques given in double-blind settings were of higher quality. The implementation of peer feedback was highest in the partial-blind settings. Lastly, qualitative results revealed that participants generally had positive attitudes toward SBL activities in enhancing the required teacher dispositions. The participants also favored providing their feedback anonymously, citing the need for objectivity while maintaining existing social relationships. The study demonstrated that anonymity settings within SBL can be utilized in online collaborative learning activities to enhance pre-service teachers’ evaluative and interpersonal skills while achieving highly engaging, efficient, and effective learning.
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