Measuring 21st Century Skills in Technology Educators
Rhonda Christensen, Gerald Knezek, University of North Texas, United States ; Curby Alexander, Texas Christian University, United States ; Dana Owens, University of Texas Arlington, United States ; Theresa Overall, University of Maine Farmington, United States ; Garry Mayes, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Data gathered from 195 preservice and inservice teachers at four universities during 2014 were used to determine the suitability of the newly revised Technology Proficiency Self Assessment (TPSA C21) for release for wide-scale distribution. Findings were that the four original scales of the TPSA maintained respectable reliability estimates ranging from .73 to .86, while two new scales focusing on emerging technologies yielded Cronbach’s Alpha internal consistency reliability estimates of .84 and .91. The authors conclude that the TPSA C21 continues the reliable and valid measurement tradition of the TPSA spanning more than a decade, and extends that tradition with the addition of two scales designed to assess educator skills regarding emerging new technologies. The instrument should continue to be useful as a tool for identifying the professional development needs of teachers.
Christensen, R., Knezek, G., Alexander, C., Owens, D., Overall, T. & Mayes, G. (2015). Measuring 21st Century Skills in Technology Educators. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1130-1136). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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- TPSApresentation2.pptx (Access with Subscription)