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Validating a Measure of Teacher Technology Integration
PROCEEDINGS

, , Bowling Green State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study sought to examine the validity and reliability of the Teacher Technology Integration Survey (TTIS). Previous instruments have sought to separately measure teacher technology use, self-efficacy, attitudes, or beliefs. In contrast, the TTIS attempts to measure teacher technology integration, which encompasses risk-taking behaviors and comfort with technology; perceived benefits of using classroom technology; beliefs and behaviors about classroom technology use; technology support and access; teacher technology use for communication, instruction and instructional support purposes; and facilitation of student technology use. Factor analysis supported the original subscales. Results indicate that the TTIS provides a reliable and multi-dimensional measure of teacher technology integration.

Citation

Vannatta, R. & Banister, S. (2009). Validating a Measure of Teacher Technology Integration. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1134-1140). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

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Cited By

  1. Making Connections: Evaluation of Integrated STEM Professional Development

    Judy Lambert, University of Toledo, United States; Alan Gong, Keene State College, United States; Michelle Arbogast, University of Toledo, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1927–1932

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