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PARALLEL FORMS FOR MEASURING TEACHERS’ ATTITUDES TOWARD
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, Rhonda Christensen

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Texas Center for Educational Technology University of North Texas Positive teacher attitudes toward computers are widely recognized as a necessary condition for effective use of information technology in the classroom (Woodrow, 1992). At least fourteen instruments with acceptable measurement properties have been reported in the literature over the past decade (Chu & Spires,1991; D’Souza, 1992; Francis,1993; Gardner et al.,1993; Kay,1993; Knezek & Miyashita 1994; Loyd & Gressard, 1984; Pelgrum, Janssen Reinen & Plomp, 1993; Woodrow, 1991). During 1995-96, a compendium of these instruments for assessing teachers’ attitudes toward computers was administered to 621 educators in Texas, Florida, New York, and California. Reliabilities for the resulting Teachers’ Attitude Toward Computers Questionnaire (TAC), which contained a total of 284 items falling on 32 Likert subscales, were presented at SITE ‘97 (Christensen & Knezek, 1997).

Citation

Knezek, G. (1998). PARALLEL FORMS FOR MEASURING TEACHERS’ ATTITUDES TOWARD. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 832-836). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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