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The needs assessment of central Ohio...

Tsao, Chen Chen.

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The needs assessment of central Ohio secondary vocational teachers' educational technology competency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The needs assessment of central Ohio secondary vocational teachers' educational technology competency./
作者:	Tsao, Chen Chen.
面頁冊數:	169 p.
附註:	Adviser: Anthony Olinzock.
Contained By:	Dissertation Abstracts International60-08A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9941448
ISBN:	0599429887

The needs assessment of central Ohio secondary vocational teachers' educational technology competency.
Tsao, Chen Chen.

The needs assessment of central Ohio secondary vocational teachers' educational technology competency. - 169 p.

Adviser: Anthony Olinzock.

Thesis (Ph.D.)--The Ohio State University, 1999.

The purpose of this descriptive, correlational study is to describe the educational technology competency of the secondary vocational teachers in the seven counties of central region of Ohio, and to identify their training needs in the area of educational technology competency.

ISBN: 0599429887Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The needs assessment of central Ohio secondary vocational teachers' educational technology competency.
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245 1 0 $a The needs assessment of central Ohio secondary vocational teachers' educational technology competency.
300 $a 169 p.
500 $a Adviser: Anthony Olinzock.
500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2768.
502 $a Thesis (Ph.D.)--The Ohio State University, 1999.
520 $a The purpose of this descriptive, correlational study is to describe the educational technology competency of the secondary vocational teachers in the seven counties of central region of Ohio, and to identify their training needs in the area of educational technology competency.
520 $a The researcher used a mail questionnaire to collect data from secondary vocational teachers in the central region of Ohio of their perceived importance of educational technology competency, their amount of knowledge, and their ability to perform the educational technology competency. Two hundred and ten questionnaire packets were sent and one hundred and seventy-one (81.4%) was returned after two follow-up mailings and phone calls made to the late respondents.
520 $a The major findings for this study are as follows: (1) The secondary vocational teachers placed a high value of importance on educational technology competency. Fourteen out of thirty-six items of educational technology were rated above “high importance”, seventeen items were rated “moderate importance”, and only five items were rated “little importance.” (2) In the central region of Ohio, nearly 40% of the secondary vocational teachers owned at least two computers at home. The findings of this study indicated that the more computers the secondary vocational teachers owned the lower their critical (top-five high priority) training needs scores. (3) The result of this study showed that secondary vocational teachers who taught in the rural areas reported higher critical training needs scores than teachers who taught in the urban areas. (4) For critical training needs of “using censoring software” in performance dimension, the result of this study showed that teachers in Health Occupation had a higher critical training needs score than teachers in Family Consumer Science, Trade & Industrial Education, and Business and Marketing Education. (5) Moderate and low negative correlations were found between Internet access at home and critical training needs scores. Secondary vocational teachers who have Internet access at home tended to have lower critical training needs scores than those who didn't have Internet access at home. (6) Moderate and low negative correlations were found between gender and critical training needs scores. The finding indicated that females tended to have higher training needs scores than males. (7) This needs assessment identified the gaps between current levels of educational technology competency and the competency needed or desired by secondary vocational teachers.
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