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Preservice Teachers’ Technology Competence Survey Skills Applying Technology in Educational Settings: An Exploratory Factor Analysis
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, The University of Texas-Pan American, COE/PT3, United States ; , The University of Texas Pan American, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

An exploratory factor analysis was conducted on data (n=105) from a Technology Competence Survey merged from two valid and reliable instruments originally created to measure the National Educational Technology Standards (NETS). The purpose was to develop a solid self-appraisal instrument that highlighted the most important technology integration descriptor skills preservice teachers felt competent as they graduated from a teacher preparation program. Results indicate that the scores produced by the instrument are reliable and valid. The five-factor solution accounted for 67.72% of the explained variance and key descriptors identified students' strengths and weakness to apply technology in educational settings. Results suggest those issues the program needs to revise; in particular, those related to modeling integration of technology into the planning and implementation of curriculum; use of technology for collaborating within learning environments and searching appropriate research and content area resource to enhance teaching.

Citation

Curts, J. & Tanguma, J. (2007). Preservice Teachers’ Technology Competence Survey Skills Applying Technology in Educational Settings: An Exploratory Factor Analysis. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2980-2984). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

Keywords

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