Disposition assessment in teacher education: A framework and instrument for assessing technology disposition

Eunjoo Jung, Dent M. Rhodes, W. Paul Vogt

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


This study proposes and verifies the concept of a technology disposition in teacher education, which is comprised of predisposition and competence. It examines the reliability and validity of a measure of the technology disposition of teacher education students, the Technology Disposition Scale for Teacher Education Students (TDS‐T). The TDS‐T is comprised of two subscales: technology predisposition and technology competence. In this study, the TDS‐T was completed by 656 teacher education students. Results showed the proposed disposition model of predisposition and competence had significant relationships with gender and class year. Male students had significantly higher overall technology disposition scores than did female students, but these differences were due to the male students' strong self‐concept, especially self‐confidence. Students technology competence level was significantly higher for seniors than for sophomores, and the overall technology disposition scores significantly increased from students' junior to senior years. The TDS‐T demonstrated content validity through factor analysis and convergent and discriminate validity through item analysis. The value for Cronbach's alpha was.93, indicating highly satisfactory reliability.

Original languageEnglish (US)
Pages (from-to)207-233
Number of pages27
JournalTeacher Educator
Issue number4
StatePublished - 2006
Externally publishedYes

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Disposition assessment in teacher education: A framework and instrument for assessing technology disposition'. Together they form a unique fingerprint.

Cite this