Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. (February 2021)

• Record Type: Journal Article
• Authors: Sailer, Michael; Stadler, Matthias; Schultz-Pernice, Florian; Franke, Ulrike; Schöffmann, Carola; Paniotova, Viktoriia; Husagic, Lana; Fischer, Frank
• Is Part Of: Computers in human behavior. Volume 115(2021)
• Publication Date: 2021-02
• Subjects: Technology-related teaching skills -- Attitudes towards technology-related teaching -- Scenario-based assessment -- Self-assessment -- Student learning activities; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2020.106625
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: Instruments that assess teachers' skills and attitudes on the basis of a broad range of specific standards and demands for teaching with digital technologies are lacking to date. Based on the K19 framework, we validated the scenario-based instrument IN.K1 9 that simultaneously assesses technology-related teaching skills and attitudes via self-assessment. In our study with N = 90 teachers and student teachers with teaching experience, we demonstrate that the instrument has satisfactory factorial validity in our confirmatory factor analyses. To investigate its predictive validity, we examined the instruments' relationships with teachers' frequency of technology use in class and teachers' initiation of different types of student learning activities involving technology. Results from structural equation modelling show relationships between self-assessed skills in different phases of teaching with technology and the self-reported initiation of student learning activities involving overt actions (active, constructive, and interactive learning activities), supporting the predictive validity of our instrument. Positive attitudes towards technology-related teaching also exhibit positive relationships with the initiation of learning activities involving digital technologies, but more specifically learning activities that do not include observable actions by learners (passive learning activities). Thus, teachers' self-assessed technology-related skills rather than attitudes might contribute to facilitating learning activities crucial for students' learning. Highlights: Scenario-based self-assessment of technology-related teaching skills and attitudes. The instrument IN·K1 9 has sufficient factorial and predictive validity. Teachers' self-assessed skills and attitudes are related to frequency of technology use. Teachers' self-assessed skills are related to self-reports of initiation of student learning activities.