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dc.contributor.advisorFrey, Bruce
dc.contributor.authorBastion, Susan
dc.date.accessioned2015-10-13T03:47:26Z
dc.date.available2015-10-13T03:47:26Z
dc.date.issued2014-12-31
dc.date.submitted2014
dc.identifier.otherhttp://dissertations.umi.com/ku:13702
dc.identifier.urihttp://hdl.handle.net/1808/18642
dc.description.abstractAll people interact with technology on a daily basis. A technologically literate population is not only important for the individual, but also for businesses, organizations, and policy makers by supporting a modern workforce, enhancing social well-being, narrowing the digital divide, increasing citizen participation, and improving decision making (Pearson et al., 2002). The Standards for Technological Literacy, Characteristics of a Technologically Literate Citizen, and Characteristics of a Technological Literacy Person were utilized to develop a measurement tool designed specifically for technological literacy in adults. Technological literacy was defined as including three dimensions (Knowledge, Capabilities, and Critical Thinking). These dimensions formed a conceptual framework which guided the development of a pool of potential items. Expert review and focus group feedback was used for revision. A sample of 208 Midwest college students enrolled in a general education technological literacy course responded to the items and also took two existing measures which assess similar constructs (the Survey of Technological Literacy and the Technology Inventory Profile). Analysis of their data guided final item selection and suggests that the new measure is valid and reliable. The Adult Technological Literacy Scale can be used for research, student placement, and course evaluation.
dc.format.extent87 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectEducational tests & measurements
dc.subjectHigher education
dc.subjectIndustrial arts education
dc.subject
dc.titleThe Development of a Valid and Reliable Measure of Technological Literacy for Adults
dc.typeDissertation
dc.contributor.cmtememberHansen, David
dc.contributor.cmtememberHillmer, Steve
dc.contributor.cmtememberKingston, Neal
dc.contributor.cmtememberPeyton, Vicki
dc.thesis.degreeDisciplinePsychology & Research in Education
dc.thesis.degreeLevelPh.D.
dc.rights.accessrightsopenAccess


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