Award Date

8-1-2013

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum & Instruction

First Committee Member

Kendall Hartley

Second Committee Member

Shaoan Zhang

Third Committee Member

Steven Grubagh

Fourth Committee Member

Gwen Marchand

Fifth Committee Member

Carole Anne Kardash

Number of Pages

183

Abstract

Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into their teaching. There is little in the literature indicating that there has been validation of self-assessment as a measure of that competence. While recent research studies have tested the validity of self-assessment verses objective testing among business and accounting students, there have been no studies of self-assessment validity conducted on digital competence among preservice teachers. This study matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers. The results indicate that all participant groups inaccurately self-assessed their digital competence. The study concluded that subjective self-assessment lacks appropriate validity and is not an accurate predictor of digital competence among preservice teachers.

Keywords

Educational technology; Digital Competence; Leniency bias; Performance; Self-assessment; Student teachers; Technological literacy; Technology in the classroom

Disciplines

Education | Educational Assessment, Evaluation, and Research | Teacher Education and Professional Development

Language

English


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