Search results for: Ritzhaupt Albert D.
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Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Updated: Aug. 09, 2017
The purpose of this study was to investigate student interns’ perceptions of the e-portfolio process and what they learned as a result of this practice. The researchers gathered in-depth information from 224 students, who were required to create e-portfolios for their academic program during their final semester of the 2008–2009 academic year. Several themes emerged from this study: increased scope, timing, alignment with standards, guidance, opportunities to document growth, organize work according to standards, and type and frequency of feedback provided by faculty and other key personnel to students developing e-portfolios.
Updated: Aug. 02, 2015
The current paper describes the development and validation of the Student Tool for Technology Literacy (ST2L).The ST2L was designed to be a flexible tool for the assessment of student technology literacy in order to support the integration of technology into the curriculum and students' daily learning experiences. ST2L was found to be a sound assessment tool for the intended purpose of low-stakes assessment of technology literacy.
Updated: Mar. 09, 2011
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The article also reports the second major data collection effort involving 224 preservice teachers in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system.
Updated: Jun. 13, 2010
This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts.This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.
Updated: Dec. 29, 2008