Journal article
The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning
International Journal of Research & Method in Education, Vol.48(2), pp.160-182
2025
Appears in UniSC Supported Open Access Outputs
Abstract
Internationally, university teacher educators are responding to the requirement that preservice teachers (PSTs) need to be confident, operational users of a broad range of technologies, and that they can apply their technological pedagogical and content knowledge (TPACK). TPACK is a framework representing the complex interactions of teachers’ technological content knowledge and technological pedagogical knowledge with their pedagogical content knowledge; the interaction of the three domains is believed to produce effective teaching with technology. The challenge is designing an instrument that can validly and reliably evaluate whether PSTs have this wide range of knowledge, and if not, what their learning needs are. This paper reports on the development and validation of a self-audit survey instrument that evaluated 296 PSTs’ confidence to use technologies to support student learning. Using Rasch modelling techniques, construct validity was assessed for participant and item fit for 100 survey items organized within 10 components representing the construct PST confidence to use technologies to support student learning. Rasch modelling indicated the need to remove 23 ill-fitting items, which resulted in the development of a 77-item survey with strong construct validity and reliability. Technologies educators and researchers are encouraged to use this validated survey as a PST self-audit instrument.
Details
- Title
- The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning
- Authors
- Michael D Carey (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessDavid A Martin (Author) - Edith Cowan UniversityNatalie McMaster (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- International Journal of Research & Method in Education, Vol.48(2), pp.160-182
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/1743727X.2024.2341714
- ISSN
- 1743-7288
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Data Availability
- The data that support the findings of this study are openly available in OSF at: https://osf.io/v5wru/?view_only= 335c5e541cef4345b029bc0f9e5ad936
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Engage Research Lab; STEM in Education Research Theme
- Language
- English
- Record Identifier
- 991007798902621
- Output Type
- Journal article
Metrics
27 File views/ downloads
97 Record Views