Above and beyond actual skills, teachers' beliefs and attitudes are the key factors for the effective integration of Information and Communication Technology (ICT) into instructional practices and can be measured through Niederhauser and Perkmen (2008)'s Intrapersonal Technology Integration Scale (ITIS). This study aimed at providing an Italian adaptation of the ITIS and an assessment of its psychometric properties. One-hundred forty-four teachers (%F = 85.4, mean age 46.63 ± 8.70 years) of all grades completed the ITIS together with a short socio-demographic schedule and a self-report questionnaire about perceived competence in using technology. A subgroup of participants (n = 61) also completed a measure of personal self-efficacy in instructional practice. Results showed that the factor structure and the reliability of the Italian version of the ITIS overlap those of the original version and provided some suggestive, but not conclusive, empirical support to construct validity of the scale. Al though some psychometric properties (e.g., test-retest reliability, discriminant validity) are yet to be tested, ITIS appears a useful tool for assessing teachers' beliefs and attitudes towards ICT in an Italian context.

Adattamento italiano della Intrapersonal Technology Integration Scale, uno strumento per misurare gli atteggiamenti degli insegnanti nei confronti delle TIC

BENIGNO, VINCENZA;CHIORRI, CARLO;
2013

Abstract

Above and beyond actual skills, teachers' beliefs and attitudes are the key factors for the effective integration of Information and Communication Technology (ICT) into instructional practices and can be measured through Niederhauser and Perkmen (2008)'s Intrapersonal Technology Integration Scale (ITIS). This study aimed at providing an Italian adaptation of the ITIS and an assessment of its psychometric properties. One-hundred forty-four teachers (%F = 85.4, mean age 46.63 ± 8.70 years) of all grades completed the ITIS together with a short socio-demographic schedule and a self-report questionnaire about perceived competence in using technology. A subgroup of participants (n = 61) also completed a measure of personal self-efficacy in instructional practice. Results showed that the factor structure and the reliability of the Italian version of the ITIS overlap those of the original version and provided some suggestive, but not conclusive, empirical support to construct validity of the scale. Al though some psychometric properties (e.g., test-retest reliability, discriminant validity) are yet to be tested, ITIS appears a useful tool for assessing teachers' beliefs and attitudes towards ICT in an Italian context.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11567/631895
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