Evolution of Technology Proficiency Perceptions: Construct Validity for the Technology Proficiency Self Assessment (TPSA) Questionnaire from a Longitudinal Perspective

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Mayes, G., Mills, L., Christensen, R. & Knezek, G. (2012). Evolution of Technology Proficiency Perceptions: Construct Validity for the Technology Proficiency Self Assessment (TPSA) Questionnaire from a Longitudinal Perspective. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1988-1993). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39881.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Garry Mayes, Leila Mills, Rhonda Christensen, Gerald Knezek, University of North Texas, United States

Abstract

This research explores the changing definition of basic technology proficiency through the history of the Technology Proficiency Self-Assessment (TPSA), a self-report instrument developed by Meg Ropp (1997, 1999). The TPSA instrument was administered to in-service teachers of a large north central Texas school district in the spring during the years of 2002 through 2011. This paper explores recent trend for the original four constructs of the TPSA to realigning into two new subscales, and considers what this realignment explains in terms of technology use today. The realignment of the subscales within the TPSA is thought to reflect a change in proficiency standards of the 21st century. The TPSA is a well-established instrument with a proven reliability, and as such, should be revised and revalidated to reflect a decade of change in technology proficiency standards.

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