You are here:

The identification and validation of the technological competencies essential for elementary school practical arts teachers in Taiwan ROC

, University of Missouri - Columbia, United States

University of Missouri - Columbia . Awarded


Purpose. The purpose of this study was to identify and validate the technological competencies, which are considered important for elementary school technology teacher education in Taiwan, to insure that new practical arts teachers are capable of presenting technological literacy concepts and content as well as guide technological learning activities, to students in their elementary classroom.

Procedure. Implementation of this study involved a Technology Education Consultant Panel (TECP) validation procedure and a three round modified Delphi study.

The TECP validation procedure involved a particularly qualified set of Taiwanese and international experts and leaders. They represented technology educators from international institutes, national normal universities, administration positions and practical arts departments, as to what technological competencies are important.

The Modified Delphi technique was used in this study because it offered the best probability of obtaining consensus within a group of experts and it did not require face-to-face interaction. The selected Delphi panel members represented considerable reputation and professional expertise in the Practical Arts education area and they were well positioned to validate the technological competencies needed by new practical arts teachers in Taiwan, ROC.

Upon completion of the Delphi data analysis, the technological competency statements were arranged in descending order of mean of importance rating and additionally the measures of group consensus; the mode, median, standard deviation and quartile-deviation; were calculated. The ascertaining of group consensus occurred by using a criterion-based standard of a quartile-deviation less than 1.0. The technological competency statements with high importance rating and group consensus were considered the most important, i.e., necessary for Taiwan's elementary practical arts teacher education programs.

Finding. The Delphi process resulted in all of the 52 technological competencies achieving consensus, i.e., exhibiting a quartile-deviation less than one, by the last round of Delphi study. Analysis then compared the standard deviations of importance ratings, and the quartile-deviations. All the competency items revealed steady or decreases, in both standard deviation and quartile deviation between round one and round two. This continued to round three for all except two competency items, A17 and C04, which revealed very slight (0.01 and 0.02) increases in standard deviation respectively.

Conclusions. Upon completion of the Delphi data analysis, eight conclusions were drawn from the findings of this study.


Yang, R.S. The identification and validation of the technological competencies essential for elementary school practical arts teachers in Taiwan ROC. Ph.D. thesis, University of Missouri - Columbia. Retrieved April 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or