Preservice Teachers’ Technology Competence Survey Skills Applying Technology in Educational Settings: An Exploratory Factor Analysis

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Curts, J. & Tanguma, J. (2007). Preservice Teachers’ Technology Competence Survey Skills Applying Technology in Educational Settings: An Exploratory Factor Analysis. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2980-2984). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25059.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

James Curts, The University of Texas-Pan American, COE/PT3, United States; Jesus Tanguma, The University of Texas Pan American, United States

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.

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