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Validating the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21)
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Christensen, Rhonda; Knezek, Gerald – Journal of Digital Learning in Teacher Education, 2017
Accurately measuring levels of technology proficiency in current and future classroom teachers are an important first step toward enhancing comfort level and confidence in integrating technology into the educational environment. The original Technology Proficiency Self-Assessment (TPSA) survey has maintained respectable psychometric properties for…
Descriptors: Questionnaires, Program Validation, Technological Literacy, Self Evaluation (Individuals)
Reconstructing the Pupils Attitude towards Technology-Survey
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Ardies, Jan; De Maeyer, Sven; Gijbels, David – Design and Technology Education, 2013
In knowledge based economies technological literacy is gaining interest. Technological literacy correlates with attitude towards technology. When measuring technological literacy as an outcome of education, the attitudinal dimension has to be taken into account. This requires a valid, reliable instrument that should be as concise as possible, in…
Descriptors: Factor Analysis, Educational Technology, Technological Literacy, Technology Education
Validating and Modelling Technological Pedagogical Content Knowledge Framework among Asian Preservice Teachers
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Chai, Ching Shing; Ng, Eugenia M. W.; Li, Wenhao; Hong, Huang-Yao; Koh, Joyce H. L. – Australasian Journal of Educational Technology, 2013
The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey…
Descriptors: Educational Technology, Foreign Countries, Preservice Teachers, Structural Equation Models
Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers
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Zelkowski, Jeremy; Gleason, Jim; Cox, Dana C.; Bismarck, Stephen – Journal of Research on Technology in Education, 2013
Within the realm of teaching middle and high school mathematics, the ability to teach mathematics effectively using various forms of technology is now more important than ever, as expressed by the recent development of the Common Core State Standards for Mathematical Practice. This article presents the development process and the results from 15…
Descriptors: Secondary School Mathematics, Preservice Teachers, Program Validation, Technological Literacy
Understanding the Relationship between Singapore Preservice Teachers' ICT Course Experiences and Technological Pedagogical Content Knowledge (TPACK) through ICT Course Evaluation
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Koh, Joyce Hwee Ling; Woo, Huay-Lit; Lim, Wei-Ying – Educational Assessment, Evaluation and Accountability, 2013
Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers' perception of course experiences are limited in indicating the…
Descriptors: Foreign Countries, Preservice Teachers, Pedagogical Content Knowledge, Technological Literacy
National Assessment Program--ICT Literacy Years 6 & 10 Report, 2005
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Ainley, John; Fraillon, Julian; Freeman, Chris – Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2007
This report is based on the assessment of ICT (information and communication technology) literacy conducted in October 2005. It describes the development of a computer-based tool for assessing ICT literacy among school students and the application of that tool with a nationally representative sample of approximately 7,400 students from Years 6 and…
Descriptors: Familiarity, Computer Software, Information Technology, Information Sources