Assessments of Teachers and Technology: Exploring the Possibilities

Abstract

Selecting one of the many tools for assessing teachers and technology can be daunting. This paper discusses instruments which are either currently en vogue or have associated published validation studies. From the literature, four general categories were determined for those assessments which have addressed validation: self-efficacy belief theories, basic technology skills, comprehensive measures of teaching with technology, and the Concerns-Based Adoption Model. For the first three categories, this paper provides information related to the origins, use, validation, and sample questions of different assessment instruments. For advocates of thoughtful staff development and technology integration, it is important that meaningful evidence be gathered. Using validated teacher technology assessments will enable local staff development to be more precise, and larger-scale research on teachers and technology to be more coherent.