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Measuring Teacher Attitudes, Competencies, and Pedagogical Practices in Support of Student Learning and Classroom Technology Integration

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Second Handbook of Information Technology in Primary and Secondary Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

In this chapter we feature instruments to measure teacher attitudes, competencies, and pedagogical practices judged to be important for effectively integrating technology into the classroom learning environment. The ability to assess a teacher’s level on these attributes is important because positive attitudes, proficiency, and effective pedagogical strategies are necessary to foster quality student learning. Specific instruments that serve as exemplars for teacher appraisal are introduced. The importance of including more than one type of measure to comprehensively assess teacher needs and prescribe appropriate professional development is discussed.

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Author information

Authors and Affiliations

  1. University of North Texas, Denton, TX, USA

    Rhonda Christensen & Gerald Knezek

Authors
  1. Rhonda Christensen
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  2. Gerald Knezek
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Editor information

Editors and Affiliations

  1. University of Amsterdam , Amsterdam, The Netherlands

    Joke Voogt

  2. University of North Texas , Denton, Texas, USA

    Gerald Knezek

  3. University of North Texas , Denton, Texas, USA

    Rhonda Christensen

  4. University of Otago , Dunedin, New Zealand

    Kwok-Wing Lai

Section Editor information

  1. University of North Texas, Denton, Texas, USA

    Gerald Knezek

  2. University of North Texas, Denton, Texas, USA

    Rhonda Christensen

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Christensen, R., Knezek, G. (2018). Measuring Teacher Attitudes, Competencies, and Pedagogical Practices in Support of Student Learning and Classroom Technology Integration. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-53803-7_21-1

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  • DOI: https://doi.org/10.1007/978-3-319-53803-7_21-1

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  • Print ISBN: 978-3-319-53803-7

  • Online ISBN: 978-3-319-53803-7

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