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A Rubric for Self-Assessment of Essential Technology Conditions in Schools
ARTICLE

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Computers in the Schools Volume 25, Number 1, ISSN 0738-0569

Abstract

This article describes the development of a Web-based instrument that is part of a strategic planning initiative in technology in K-12 schools in Nebraska. The instrument provides rubrics for self-assessment of essential conditions necessary for integrating and adopting of technology. Essential conditions were defined by an extended panel of educators from across the state. The rubric examines the areas of (a) technology administration and support, (b) technology capacity, (c) educator competencies and professional development, (d) learners and learning, and (e) accountability. Each area is assessed by four to seven items that are rated using explicitly described criteria. The Web-based system allows schools to complete this rubric as part of the needs assessment process and make comparisons on their profile from year to year and relative to a statewide composite profile. Based on data from 2005 and 2006, reliability scores (Cronbach's alpha) for subscales ranged from 0.68 to 0.82. Reliability for the entire scale was 0.92. Examination of data over the first two years of implementation showed significant year-to-year positive mean differences in subscale scores, indicating that the instrument was sensitive to changing conditions. Effect sizes were small but acceptable. (Contains 4 tables.)

Citation

Steckelberg, A.L., Li, L., Liu, X. & Kozak, M. (2008). A Rubric for Self-Assessment of Essential Technology Conditions in Schools. Computers in the Schools, 25(1), 81-89. Retrieved December 12, 2019 from .

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