The Impact of Assessing Technology Competencies of Incoming Teacher Education Students Rachel A. Vannatta Savilla I. Banister Cindy Ross Bowling Green State University 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  Attached to intro education course  Failure impacts course grade  Implemented Fall 2003  Completed by all incoming education majors  Attached to intro education course  Failure impacts course grade

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

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  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

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  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

Participants  148 juniors enrolled in diversity course in Fall 2005  Final 10 minutes of class  Completed ATC during  70% passed all sections after two chances  148 juniors enrolled in diversity course in Fall 2005  Final 10 minutes of class  Completed ATC during  70% passed all sections after two chances

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

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  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

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  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

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

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  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

Dr. Rachel Dr. Savilla Banister Ms. Cindy Bowling Green State University Bowling Green, OH USA e Dr. Rachel Dr. Savilla Banister Ms. Cindy Bowling Green State University Bowling Green, OH USA e Contact Info