Many teacher preparation programs provide opportunities for their preservice educators to gain the requisite technology integration skills and knowledge. However, they often ignore the dispositions that affect whether a teacher will actually use technology in the classroom. In an effort to address this oversight, the McKay School of Education at Brigham Young University developed the Technology Integration Confidence Scale (TICS). It was hoped the TICS could be used to (a) establish a baseline preservice teacher profile, (b) monitor the effects of curricular adjustments, (c) identify preservice teachers in most need of intervention, and (d) predict in-practice behavior. Although a pilot test of the TICS revealed acceptable levels of reliability, the initial evidence gathered to support the validity of inferences to be drawn from TICS scores was based on underdeveloped, anachronistic views of validity. The purpose of this dissertation was to gather evidence supporting the inferences required for each of the TICS' intended purposes, drawing on modern validity theory and codified testing standards, and employing state-of-the-art measurement methodology. Methods used to gather validity-supporting evidence included repeated measures ANOVA, regression analyses, and a synthesis of self-efficacy research. Evidence supported the use of the TICS to establish a baseline preservice teacher profile and to predict in-course preservice teacher performance, but only in the secondary education technology integration course. The evidence did not support using the TICS to monitor minor changes to the curriculum.



College and Department

David O. McKay School of Education; Instructional Psychology and Technology



Date Submitted


Document Type





Technology Integration, Teacher Education, Self-efficacy, Validity