A Factor Analysis of the NETS Performance Profiles: Searching for Constructs of Self-Concept and Technology Professionalism
Matthew Stuve, Jerrell Cassady, Ball State University, United States
Journal of Technology and Teacher Education Volume 13, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
A factor analysis was conducted on data (n=956) from surveys based on the National Educational Technology Standards (NETS) Performance Profiles to see how well student responses matched the six-factor NETS structure. Findings show that the performance profiles, when used directly as an assessment instrument, do not factor to the six-factor standard. Instead, two composite factors emerged: 1) Technology Self-Concept and 2) Policy and Professionalism. The authors conclude that self-assessments of educational technology using NETS are problematic at both the individual and institutional level. Findings also support for the notion of early education in educational technology to provide individuals with a multidimensional concept of educational technology sufficient for more meaningful field experiences later in the teacher education program.
Stuve, M. & Cassady, J. (2005). A Factor Analysis of the NETS Performance Profiles: Searching for Constructs of Self-Concept and Technology Professionalism. Journal of Technology and Teacher Education, 13(2), 303-32432. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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Internal Reliability and Factor Analysis of Performance Standards for Inservice Teachers: Assessment of Teachers’ NETS-T Expertise
Lisa Grable, Jason Osborne & Kristen Corbell, NC State University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 898–903
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