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The Impact of Assessing Technology Competencies of Incoming Teacher Education Students

The Impact of Assessing Technology Competencies of Incoming Teacher Education Students. Rachel A. Vannatta Savilla I. Banister Cindy Ross Bowling Green State University. Assessment of Technology Competencies. Implemented Fall 2003 Completed by all incoming education majors

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The Impact of Assessing Technology Competencies of Incoming Teacher Education Students

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  1. The Impact of Assessing Technology Competencies of Incoming Teacher Education Students Rachel A. Vannatta Savilla I. BanisterCindy Ross Bowling Green State University

  2. Assessment of Technology Competencies • Implemented Fall 2003 • Completed by all incoming education majors • Attached to intro education course • Failure impacts course grade

  3. ATC Purpose • Establish baseline of technology skills • Foundation for continued integration in course work • Course work can emphasize pedagogy rather than skills

  4. The Instrument • Performance-based assessment measures four areas: • word processing, spreadsheet, illustration/graphics, PowerPoint • Students receive practice test and access to online video tutorials • Completed in proctored lab within 2 hour block • Rubric used to evaluate products • Have two chances to pass

  5. The Follow-Up Survey • Items 1-10: use and achievement of technology skills with 4 point Likert scale • Item 11: frequency of use of technology resources • Item 12: technology application in coursework • Item 13: open-ended response to benefits of the ATC

  6. Participants • 148 juniors enrolled in diversity course in Fall 2005 • Final 10 minutes of class • Completed ATC during 2003-2004 • 70% passed all sections after two chances

  7. Results • Continued use of technology in coursework • Word Processing—95% • PowerPoint—92% • Spreadsheet—57% • Graphics/Illustration—42%

  8. Views of ATC • 63.5% indicated that the ATC is an effective way of encouraging skill development • 70% feel that HS experience adequately prepared them for passing the ATC • Yet only 25% typically pass all sections of the ATC the first time

  9. Views of the ATC • 133 responded to open-ended item • Positive Perception (n=85, 64%) • Viewed tech skills as necessary in education coursework and teaching profession. • Negative Perception (n=37, 28%) • Too Easy-- skills are too basic and are taught in HS • Too Hard—Need to provide instruction for skill development

  10. Differences in Perceptions • Students who had positive perceptions of the ATC scored significantly higher than students with negative perceptions. • t(89)=-2.6, p=.013, two-tailed.

  11. Conclusions • ATC created a baseline of skills that continue to be utilized and developed in further coursework. • Majority of students feel positively about the ATC • Possible disconnect between perception of HS prep and actual skills

  12. Contact Info Dr. Rachel Vannatta rvanna@bgsu.edu Dr. Savilla Banister sbanist@bgsu.edu Ms. Cindy Ross rosscin@bgsu.edu Bowling Green State University Bowling Green, OH USA http://edhd.bgsu.edu/~sbanist/site

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