Abstract
Given the growing movement for restructuring schools, educators' responsibilities have increased with the ever-changing technological advancements of society; however, one of the concerns most often expressed is the lack of opportunities for teachers to communicate with each other about how technology is being used in the classroom. This study not only identifies in-service teacher recommendations for incorporating technology competencies into K-12 education but also implies a hierarchy of the importance of these skills. Out of a total of 495 questionnaires sent to K-12 teachers in Colorado, 287 (58%) were returned. The study includes: an overview of eleven technology competency recommendations and discusses them in further detail, a description of the technology competency recommendations assessment instrument that was designed and administered, a summary of results, and a review of the implications for K-12 education. Analysis of the data provides insight into which technology competencies should take priority in instructional design and helps make fundamental classroom changes for the future.
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