Professional self-efficacy scale for information and computer technology teachers: validity and reliability study

This study aims at developing a valid and reliable scale to measure information and communication technology (ICT) teachers' self-efficacy related to the Turkish national framework of ICT competencies. For statistical procedures, data were respectively analyzed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Furthermore, test-retest procedure was carried out to confirm the time invariance of the scale. EFA results revealed that the scale's seven-factor structure accounts for 65.90 percent of total variance. CFA results produced an acceptable statistical support for model-data fit between the observed item scores and the seven-dimension scale structure (X-2/df = 1.98, RMSEA = .073, CFI = .86). The standardized regression weights between the latent and observed variables ranged from .57 to .89 and Cronbach's alpha coefficient of the scale sub-dimensions ranged from .80 to .88. Besides, the item-scale correlations varied between values of .53 and .79. As a result, the developed scale is a likert questionnaire and composed of 33 five-point items with seven sub-dimensions

Information Outlook, October 2003

Volume 7, Issue 10https://scholarworks.sjsu.edu/sla_io_2003/1009/thumbnail.jp

How Self-Awareness, Motivation, and Empathy are Embedded and Modeled in Community College Preservice Early Educator Online Courses

Researchers have determined that early childhood (EC) educators need to have personal and social skills and competencies to address the emotional demands of the EC profession. Research is lacking regarding how preservice programs help prepare students emotionally for the EC profession and on whether online courses are a suitable environment for future EC teachers to learn these skills. The purpose of this study was to explore if and how personal and social emotional intelligence (EI) competencies were being embedded and modeled in community college preservice EC educator online courses. This qualitative multiple case study design was employed using a conceptual framework based on Goleman\u27s EI theory and included 3 community college preservice EC faculty member participants. Research questions targeted self-awareness, motivation, and empathy competencies and data sources included faculty interviews, syllabi, assignment descriptions, asynchronous discussion forum prompts, and faculty feedback on student assignments. Data analysis included using values coding and the identification of relevant themes as related to Goleman\u27s EI theory. Results indicated that while faculty perceived EI as important and that they modeled competencies in online discussions and feedback, there were not many embedded activities in the online courses that provided practice or helped to show growth in EI competencies. This study contributes to positive social change for EC faculty by acting as an impetus for the intentional incorporation of EI activities in online environments, leading possibly to better prepared EC teachers and therefore improved teacher quality of life and teacher retention

IT Knowledge: What Do Accounting Students Think They Know? Do You Know More Than I Do? An Exploratory Study

In recognition of the growing role of information technology (IT) in teaching accounting, we surveyed students at three Midwestern universities to determine their self-reported knowledge levels of 36 specific information technologies and difference in those IT knowledge levels between universities.  Unlike other areas of accounting, there are no set standards for the IT curriculum for accounting education.  Because of this, we expect to find significant differences in IT knowledge between these three universities.  These findings are analyzed in light of authoritative guidance on appropriate accounting technology topics and research on the current status of IT in accounting education.  We find accounting students have a low level of self-perceived IT knowledge.  These students are not proficient in requisite technologies even after completing most of their undergraduate course work.  We also find that there are significant differences in IT knowledge between the three universities in the study.  These findings imply that we may be doing a disservice to accounting students and the accounting profession by not having a set IT curriculum.  We conclude that it is time to assess IT knowledge and IT skill requirements necessary for accounting students and develop a standard IT curriculum in accounting education

Do Professions Represent Competence for Entry-to-Practice in Similar Ways? An Exploration of Competence Frameworks through Document Analysis

Professional accrediting and regulating bodies are increasingly trying to delineate the knowledge and skills needed for entry-to-practice for quality assurance and international labor mobility. The purpose of this study was to com-pare how professions describe and represent competence. Current, publicly accessible Canadian entry-to-practice competence frameworks for ten professions (Medicine, Nursing, Occupational Therapy, Pharmacy, Psychology, Social Work, Teaching, Engineering, Law, and Planning) were analyzed through content and inductive thematic analysis. Findings revealed that although professions describe similar core competencies across technical and intrinsic domains, systematic differences exist in the architectures of the frameworks. Professions with ‘meta-competencies’ describe competence as being more integrated/holistic. Whereas professions without meta-competencies describe competence as either behavioral-/performance-like lists of ‘attributes’ or groups of knowledge, skills, and ethical/professional values. How competence is represented within frameworks has implications for how professional education programs conceptualize competence and subsequently design and enact curricula, teaching and learning opportunities, and systems of assessment

Starworld: Preparing Accountants For The Future: A Case-Based Approach To Teach International Financial Reporting Standards Using ERP Software

International Financial Reporting Standards now constitute an important part of educating young professional accountants.  This paper looks at a case based process to teach International Financial Reporting Standards using integrated Enterprise Resource Planning software.  The case contained within the paper can be used within a variety of courses to teach International Financial Reporting Standards within an ethical framework.  This case does not require access to a live SAP ECC 6.0 server.  Students desiring a real time technical experience can either use a live system or utilize the practice capability within this case.  The product demonstrated uses the current version of SAP ECC 6.0