How Are We Doing? Using Self-Assessment to Measure Changing Teacher Technology Literacy Within a Graduate Educational Technology Program
Andrew Topper, Grand Valley State University, United States
Journal of Technology and Teacher Education Volume 12, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study reports on development and testing of a simple self-assessment instrument used for documenting inservice teachers' changing knowledge, skill, and dispositions towards technology within a graduate teacher education program. The current movement towards standards for technology in teacher education provides an opportunity to begin to study how teachers' changing technology competence also influence their plans for integrating technology into their classroom practices. Quantitative data are analyzed to demonstrate growing competence with technology as a result of an introductory course focused on educational uses of productivity tools. The results suggest that inservice teachers enter graduate programs with the same limited set of skills and knowledge that preservice teachers leave undergraduate programs with, but these skills can be upgraded when teachers are exposed to a course in educational technology. The results also suggest that even though we are doing an adequate job of preparing our students (inservice teachers), we can do more to help them begin to integrate technology into their teaching practices.
Topper, A. (2004). How Are We Doing? Using Self-Assessment to Measure Changing Teacher Technology Literacy Within a Graduate Educational Technology Program. Journal of Technology and Teacher Education, 12(3), 303-317. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2004 Society for Information Technology & Teacher Education
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The Influence of Technology Skills on Preservice and Inservice Teachers’ Perceived Ability to Integrate Technology
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Preservice Teachers’ Technology Competence Survey Skills Applying Technology in Educational Settings: An Exploratory Factor Analysis
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Peter Nicolino, Brad Fitzgerald, Kevin Maser & Elsa-Sofia Morote, Dowling College, United States
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