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Measuring Digital Literacy: Instrument Development to Assess Technology Usage and Integration for Continuous Program Improvement
PROCEEDING

, , Texas Woman's University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Faculty and staff at a south-central university-based Educator Preparation Program (EPP) participated in developing an instrument to address curriculum implementation of the 2017 ISTE Standards for Educators through a three-phase research design. The need for the instrument was evidenced through continual data review meetings regarding the quality of technology integration from our graduates as measured through an exit survey and principal survey at the completion of the first year of teaching. Phase one used public data from the EPP’s state education agency to demonstrate the need for an instrument to assess teacher candidate’s knowledge of digital literacy and technology standards. Phase two of the study formed an expert panel to reach consensus on instrument items addressing the 2017 ISTE Standards for Educators. Phase three involved pilot testing of the instrument among candidates seeking admission to the EPP. This paper will discuss efforts to engage in this work, in addition to presenting goals and next steps regarding program redesign to address curricular needs in technology integration.

Citation

Bush, B. & Hurlbut, A. (2020). Measuring Digital Literacy: Instrument Development to Assess Technology Usage and Integration for Continuous Program Improvement. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 981-985). Online: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2022 from .

Slides