Development of an Instrument to Measure Preservice Teachers' Technology Skills, Technology Beliefs, and Technology Barriers

Abstract

ABSTRACT The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United States. Results demonstrated that the scale is a valid and reliable measure of teachers' technology skills, beliefs, and barriers and has implications for preservice teacher technology preparation.