Preservice teachers' perceptions and performance-based abilities with technology-integration-related computer skills
Eric David Marvin, The University of Memphis, United States
The University of Memphis . Awarded
The purpose of this study was to develop, through the exploration of empirical data, an understanding of the technology-integration-related computer skills of preservice teachers. In contrast to most prior research that has investigated this topic with self-reported assessment techniques, this study aimed to use performance-based assessment techniques to obtain actual data produced by the preservice teachers. To compare the findings of the two test types, this study gathered both the self-reported perceptions and the actual performance-based abilities of the same technology tasks.
In addition to determining the extent to which preservice teachers could actually perform relevant computer tasks, this study was conducted to determine if a statistically significant difference existed between the perception and performance of the preservice teachers on spreadsheet, presentation, and Internet tasks. Likewise, it sought to determine if any statistically significant differences between perception and performance were related to gender, age, ethnicity, grade level of certification, degree goal, or years of teaching experience. Through the use of researcher-created instruments, the Computer Skills Survey (CSS) and the Performance Assessment Rubric (PAR), this study identified how preservice teachers (n = 64) at the University of Memphis perceived and actually performed computer-related tasks. Statistical analysis procedures included descriptive statistics, t-tests, and multivariate techniques. Statistically significant differences between how the preservice teachers perceived (i.e., self-report) and performed with spreadsheets, presentations, and the Internet were found. In all cases, the preservice teacher overestimated their actual abilities with the related applications. The t-tests further identified the specific tasks within each of these computer-related categories as items in which perceptions were statistically higher than their performances.
Marvin, E.D. Preservice teachers' perceptions and performance-based abilities with technology-integration-related computer skills. Ph.D. thesis, The University of Memphis.
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