A Comparison of Self-Report and Observer Ratings of Educator Technology Integration Proficiency
Gerald Knezek, University of North Texas, United States ; Rhonda Christensen, Garry Mayes, Institute for the Integration of Technology into Teaching and Learning, United States ; Cesareo Morales, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teachers from four elementary schools in a large public school district in the Dallas-Ft. Worth metropolitan area of Texas were observed for the purpose of comparing and contrasting observer ratings with self-report assessments regarding level of technology integration. An outside observer, who is a curriculum and technology specialist, rated the teachers on their most probable Stages of Adoption of Technology. In addition, Apple Classroom of Tomorrow (ACOT) ratings for these teachers were gathered from campus-based technology integration specialists. Self-report data from these same teachers on Stages of Adoption of Technology and ACOT teacher stages were also recorded through online surveys. The major finding was that long-term observations and self-report indices based on reliable instruments provided consistent assessment of teacher level of technology integration.
Knezek, G., Christensen, R., Mayes, G. & Morales, C. (2005). A Comparison of Self-Report and Observer Ratings of Educator Technology Integration Proficiency. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 892-897). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).