Validity and Appropriate Uses of the Revised Technology Uses and Perceptions Survey (TUPS)

Abstract

The purpose of this article is to explore validity evidence and appropriate uses of the revised Technology Uses and Perceptions Survey (TUPS) designed to measure in-service teacher perspectives about technology integration in K–12 schools and classrooms. The revised TUPS measures 10 domains, including Access and Support; Preparation of Technology Use; Perceptions of Professional Development; Perceptions of Technology Use; Confidence and Comfort Using Technology; Technology Integration; Teacher Use of Technology; Student Use of Technology; Perceived Technology Skills; and Technology Usefulness. We first provide a review of the literature supporting the design of the revised TUPS. We collected data from N = 1,376 teachers from one medium-sized school district in the state of Florida and conducted a variety of psychometric analyses. We performed internal structure analysis, correlation analysis, and factor analysis with these data. The results demonstrate that data collected from the TUPS are best used as descriptive, granular information about reported behaviors and perceptions related to technology, rather than treated as a series of 10 scales. These findings have implications for the appropriate uses of the TUPS. (Keywords: technology integration, K-12 teachers, survey, validity, reliability)

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Author Notes

Dr. Albert D. Ritzhaupt is an Associate Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. Please address correspondence regarding this article to Albert D. Ritzhaupt, School of Teaching and Learning, College of Education, University of Florida, 2423 Norman Hall, PO Box 117048, Gainesville, FL 32611, USA. E-mail: [email protected]

Dr. A. Corinne Huggins-Manley is Assistant Professor in Research and Evaluation Methodology at the University of Florida.

Kara Dawson is a Professor of Educational Technology and studies ways that technology can be used to meet the needs of all learners in K–12 and post-secondary environments.

Nihan Ağaçlı-Doğan is a Ph.D. student in Educational Technology in the School of Teaching and Learning at the University of Florida.

Selcuk Doğan is a Ph.D. candidate and researcher using large-scale data to investigate school reform and teachers' professional development.