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Direct linkWilson, Matthew L.; Hall, Jacob A.; Mulder, David J. – Journal of Research on Technology in Education, 2022
"Digital native," the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement. The Digital Natives Assessment Scale (DNAS) was developed and validated to measure digital nativeness. This study extends the DNAS validation discussion with data from 178 participants in three teacher…
Descriptors: Technological Literacy, Preservice Teachers, Likert Scales, Preservice Teacher Education
Scott, Kristin C.; Nimon, Kim – Journal of Research on Technology in Education, 2021
Mishra and Koehler's technological pedagogical content knowledge (TPACK) theory can help provide the framework for measuring needed knowledge, skills, and abilities (KSAs) in faculty members at 2-year public colleges. This study tests a self-assessment survey in a large sample of 2-year public college faculty members. Using factor analysis, the…
Descriptors: Construct Validity, Two Year Colleges, College Faculty, Teacher Attitudes
Ritzhaupt, Albert D.; Huggins-Manley, A. Corinne; Dawson, Kara; Agaçli-Dogan, Nihan; Dogan, Selcuk – Journal of Research on Technology in Education, 2017
The purpose of this article is to explore validity evidence and appropriate uses of the revised Technology Uses and Perceptions Survey (TUPS) designed to measure in-service teacher perspectives about technology integration in K-12 schools and classrooms. The revised TUPS measures 10 domains, including Access and Support; Preparation of Technology…
Descriptors: Attitude Measures, Teacher Attitudes, Technology Integration, Test Validity
Karamti, Chiraz – Journal of Research on Technology in Education, 2016
Measuring the impact of information and communication technologies (ICTs) is a contemporary question of interest. Despite the general acceptance that ICTs are changing ways of learning, empirical research conducted to date does not consistently verify the efficacy of such changes. Several studies supporting positive impacts of ICTs on achievement…
Descriptors: Foreign Countries, Information Technology, Influence of Technology, Academic Achievement
Stanhope, Daniel S.; Corn, Jenifer O. – Journal of Research on Technology in Education, 2014
Using mixed methods, we examined the impact of technology facilitators (TFs) on teacher commitment to 1:1 initiatives. Findings from quantitative analysis complemented by qualitative analyses suggest teachers benefitted from having TFs assist with the technological integration. Teachers from schools with a TF endorsed attitudes that were…
Descriptors: Mixed Methods Research, Technology Integration, Technology Uses in Education, Facilitators (Individuals)
Download full textShinas, Valerie Harlow; Yilmaz-Ozden, Sule; Mouza, Chrystalla; Karchmer-Klein, Rachel; Glutting, Joseph J. – Journal of Research on Technology in Education, 2013
This study examined the construct validity of the Survey of Preservice Teachers' Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in the United States. The participants were completing methods courses and field experience concurrent…
Descriptors: Factor Analysis, Pedagogical Content Knowledge, Construct Validity, Preservice Teachers
Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S. – Journal of Research on Technology in Education, 2009
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…
Descriptors: Preservice Teacher Education, Preservice Teachers, Factor Analysis, Educational Technology
