Validity of Subjective Self-Assessment of Digital Competence Among Undergraduate Preservice Teachers

• In Event: Poster Session 2
  In Poster Session: Technology as an Agent of Change in Teaching and Learning SIG Poster Session

Abstract

Technology is integrated into the Technology Pedagogical Content Knowledge (TPACK) model of the highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. There is little in the literature indicating that there has been validation of self-assessment as a measure of that competence. This study matched surveys of subjective self-assessment and objective assessment on domains of digital competence for preservice teachers. The results indicate that the participants inaccurately self-assessed and over-estimated their digital competence. The study concluded that subjective self-assessment lacks appropriate validity and is not an accurate predictor of digital competence among preservice teachers. This over-estimation regarding digital competence may pose a threat to efficient integration of technology in accordance with the demands of TPACK.

Authors

• Joseph Andrew Maderick, University of Nevada - Las Vegas

• Kendall Hartley, University of Nevada - Las Vegas

• Shaoan Zhang, University of Nevada - Las Vegas

• Gwen C. Marchand, University of Nevada - Las Vegas