Perceptions of Teachers' Technology Competency Skills in Arizona
Heng-Yu Ku, Lee Ann Hopper, Ann Igoe, Arizona State Univ., United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study investigated the perceptions of the education community in the Phoenix, Arizona metropolitan area regarding technology competency skills for preservice and inservice teachers. Participants included 67 preservice teachers, 67 inservice teachers, 45 school principals, and 21 school district human resource directors. Two sets of survey instruments were used for this study. One survey containing 26 items of technology skills for preservice teachers was distributed to preservice teachers, inservice teachers, and principals. Mean scores were calculated to test for significant multivariate effects on items among three groups. Another survey regarding hiring decisions was distributed to principals and human resource directors. Frequency and percentage analysis were used for the second survey. The results showed that preservice teachers placed more emphasis on overall technology skills than inservice teachers and principals and there were significant differences by group in nine of 26 items. The opinions from principals and human resource directors regarding hiring decisions were also explored.
Ku, H.Y., Hopper, L.A. & Igoe, A. (2001). Perceptions of Teachers' Technology Competency Skills in Arizona. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1691-1696). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).