You are here:

Building teacher competency for digital content evaluation
ARTICLE

, Georgia State University, United States ; , , The Ohio State University, United States

TATE Volume 66, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of the current study is to investigate teachers' digital content evaluation (DCE) competency as a combined set of teachers' intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed-methods design to examine 102 in-service teachers’ experiences in a one-year DCE professional development program. Qualitative thematic analysis followed by quantitative K-means cluster analysis identified and validated four levels of teacher competency in DCE: familiarization, utilization, integration, and reorientation. In addition, this study also proposed design guidelines to scaffold DCE competency development tailored to the needs of teachers at various competency levels.

Citation

Kim, M.K., Xie, K. & Cheng, S.L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education: An International Journal of Research and Studies, 66(1), 309-324. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.05.006

Keywords