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A Typology for Identifying Teachers’ Progress in ICT uptake
PROCEEDINGS

, , Edith Cowan University, Australia

AACE Award

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper describes the design of an instrument to help identify teachers' level of ICT uptake. The instrument takes the form of a typology matrix comprising four stages in ICT uptake across a continuum describing teachers' levels of dependence. Identification of teachers' positions in the typology matrix is determined by their affective, cognitive and demonstrated states of ICT application and use. The paper describes the process of determining the position of two elementary school teachers within the typology and discusses the reliability and validity of the instrument and the placement process.

Citation

Oliver, R. & Clarkson, B. (2002). A Typology for Identifying Teachers’ Progress in ICT uptake. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 317-322). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .

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