Assessing Teachers’ Technology Skills and Attitudes: Initial Findings From the North Carolina IMPACT Evaluation

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Grable, L., Overbay, A., Osborne, J., Vasu, E. & Shattuck, D. (2004). Assessing Teachers’ Technology Skills and Attitudes: Initial Findings From the North Carolina IMPACT Evaluation. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 926-930). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14530.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Lisa Grable, Amy Overbay, Jason Osborne, Ellen Vasu, Dominick Shattuck, NC State University, USA

Abstract

This paper will report initial findings and implications stemming from a statewide technology integration project funded by NCLB. Methods for measuring technology skills and attitudes of teachers along with learning styles and prevalent modes of teaching will be discussed. Further, this report will examine the initial characteristics of teachers at the outset of a major three-year technology intervention. The IMPACT project serves as an example for evaluating the adoption of technology by teachers within a fully funded deployment of a model. This work is supported in part by a grant from ESEA, Title II, D, Enhancing Education Through Technology.

Keywords

• Teachers
• Educational Technology
• Teaching Methods

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