Cross-Cultural Validation of the Will, Skill, Tool Model of Technology Integration

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The teacher professional development component of the will, skill, tool model of technology integration was tested for predictive validity in the cross-cultural context of data from Texas, USA, and data from Mexico City, Mexico. Structural equation modeling (SEM) analysis, path analysis, and multiple regression analysis, were statistical procedures employed. The analyses yielded positive results for the model's validity and reliability. The resulting model was found to be a reliable tool to evaluate technology integration among elementary and middle school teachers in Texas and in Mexico City. For the purposes of this study, the teacher professional development component of the will, ... continued below

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Morales Velázquez, Cesáreo May 2006.

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  • Morales Velázquez, Cesáreo

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The teacher professional development component of the will, skill, tool model of technology integration was tested for predictive validity in the cross-cultural context of data from Texas, USA, and data from Mexico City, Mexico. Structural equation modeling (SEM) analysis, path analysis, and multiple regression analysis, were statistical procedures employed. The analyses yielded positive results for the model's validity and reliability. The resulting model was found to be a reliable tool to evaluate technology integration among elementary and middle school teachers in Texas and in Mexico City. For the purposes of this study, the teacher professional development component of the will, skill, tool model of technology integration is referred to as the will, skill, tool model of technology integration (WiSTTI). This was one of the seven alternative models tested for goodness of fit across a total of 7 data samples. The structural equation modeling approach proved to be a good technique to find the best fit model in a cross-cultural environment. Latent variables and a set of parameters to judge the validity and reliability of each model were set for testing and retesting in an iterative process. Eventually a "new" modified version of the WiSSTI model was found to fit the data for all samples studied from both countries. From a theoretical perspective, the variation of the WiSTTI model found to be the best fit to the data indicates that increased teacher willingness to integrate technology brings about increased skill, and increased skill leads to more advanced technology integration, if access to technology is available for instruction. Results derived from the model with respect to the evaluation of technology integration for teachers from Texas and Mexico City suggest a differential effect by country, with the Texas teachers (representing USA) currently more advanced in technology integration than their colleagues from Mexico. No large effect was found for educational level, with elementary school teachers and middle school teachers at approximately equivalent levels of technology integration in both countries.

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  • May 2006

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  • May 5, 2008, 2:06 p.m.

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  • May 6, 2008, 1:39 p.m.

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Morales Velázquez, Cesáreo. Cross-Cultural Validation of the Will, Skill, Tool Model of Technology Integration, dissertation, May 2006; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc5256/: accessed October 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .