Development of an Instrument to Measure Preservice Teachers' Technology Skills, Technology Beliefs, and Technology Barriers

Equipping in-service and preservice teachers with music technology skills is a matter for concern within the music education profession. There is, however, an even more important issue affecting the use of music technologies in schools. This has to do with the pedagogy we employ in our classrooms. Curricular possibilities employing learner-centered and informal learning pedagogies are explored in this chapter, and one particular model that relies heavily on student autonomy is detailed. This pedagogical approach shares much in common with how individuals make music in popular music settings outside schools.

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Teachers and Technology

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2010091104 ◽

2010 ◽

Vol 6 (1) ◽

pp. 45-54 ◽

Cited By ~ 4

Author(s):

Joseph Blankson ◽

Jared Keengwe ◽

Lydia Kyei-Blankson

Keyword(s):

Preservice Teachers ◽

Content Knowledge ◽

Education Technology ◽

Appropriate Technology ◽

Teacher Education Programs ◽

Technology Skills ◽

Technology In Education ◽

Technology Competencies ◽

National Education ◽

Technology Competency

In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.

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Teachers and Technology

Advancing Education with Information Communication Technologies ◽

10.4018/978-1-61350-468-0.ch004 ◽

2012 ◽

pp. 43-52 ◽

Cited By ~ 2

Author(s):

Joseph Blankson ◽

Lydia Kyei-Blankson ◽

Jared Keengwe

Keyword(s):

Preservice Teachers ◽

Educational Technology ◽

Appropriate Technology ◽

Teacher Education Programs ◽

Technology Skills ◽

Technology In Education ◽

Technology Standards ◽

Education Programs ◽

National Education ◽

Technology Competency

In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.

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Teaching as Inquiry: Engaging Preservice Teachers with Research

Australasian Journal of Early Childhood ◽

10.1177/183693910202700205 ◽

2002 ◽

Vol 27 (2) ◽

pp. 21-25 ◽

Cited By ~ 3

Author(s):

Catherine Patterson ◽

Jennifer Sumsion ◽

Toni Cross ◽

Margaret McNaught ◽

Alma Fleet ◽

...

Keyword(s):

Preservice Teachers ◽

Community Of Inquiry ◽

Learning Experience ◽

First Year ◽

Technology Skills ◽

First Year Students ◽

Ict Skills ◽

The Core ◽

Powerful Learning ◽

Hands On

This paper describes an initiative aimed at fostering inquiry-oriented learning through the introduction of the core unit Teachers as Researchers into the first year of the undergraduate program at the Institute of Early Childhood, Macquarie University. The unit contained three components: 1) introductory research skills for first-year students; 2) training for information technology skills; and 3) a hands-on approach where staff were engaged in research about the students’ learning. These aspects of the Teachers as Researchers unit combined to make it a powerful learning experience for students and staff alike. Several outcomes are evident in the early data analysis. First, students gained confidence in their developing ICT skills, and second, the unit has made a notable contribution to encouraging a ‘community of inquiry amongst pre-service teachers.

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An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000125 ◽

2014 ◽

Vol 28 (3) ◽

pp. 83-92 ◽

Cited By ~ 22

Author(s):

Franziska Pfitzner-Eden ◽

Felicitas Thiel ◽

Jenny Horsley

Keyword(s):

Preservice Teachers ◽

Self Efficacy ◽

Confirmatory Factor Analyses ◽

3 Dimensional ◽

Multiple Group ◽

Three Samples ◽

Confirmatory Factor ◽

Teacher Self Efficacy ◽

Dimensional Assessment ◽

Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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