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Measuring Knowledge of Technology Usage and Stages of Concern About Computing: A Study of Middle School Teachers
Article

, Wake County Public Schools /Technology, United States ; , North Carolina State University, United States

Journal of Technology and Teacher Education Volume 8, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study examined middle school teachers' concerns, knowledge, and use of technology in teaching, and how these related to their school's level of technology integration. The Computing Concerns Questionnaire (SoCC) (Martin, 1989) and the Teaching with Technology Instrument (TTI) (Atkins, Frink, & Viersen, 1995) were administered to teach-ers at three schools (N = 155). Results revealed significant (a = .05) relationships between SoCC and: TTI; computer confidence; and hours of technology training. TTI was sig-nificantly (a = .05) related to: computer confidence; home and school access to computers; hours of technology train-ing; and age. Schools with higher levels of technology inte-gration had significantly higher mean TTI scores. By better assessing the types of technology training teachers' need, in-struments like the TTI are useful to schools in planning more effective technology staff development.

Citation

Atkins, N.E. & Vasu, E.S. (2000). Measuring Knowledge of Technology Usage and Stages of Concern About Computing: A Study of Middle School Teachers. Journal of Technology and Teacher Education, 8(4), 279-302. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved September 20, 2019 from .

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