The Teachers' Attitudes Toward Information Technology (TAT) complements Teachers' Attitudes Toward Computers Questionnaire to provide assessment in New Information Technologies. It is constructed primarily from semantic differential items using Teachers' Attitudes Toward Information Technology statements such as "to me _____ is". Teachers' Attitudes Toward Information Technology addresses the following areas: electronic mail, multimedia, the World-Wide Web, teacher productivity, and classroom productivity for students. Teachers' Attitudes Toward Information Technology 1.1 also includes 2 subscales replicated from the Teachers' Attitudes Toward Computers Questionnaire.

• TAT 1.0  for use with TAC 2.22
• TAT 1.1 for use alone
• TAT 3.2a combines TAC 3.2a with selected TAT 1.0 subscales

Studies and Reports using TAT

Knezek, G. (ed.)(1998). Analysis of Personality Types and Attitudes Toward Information Technology

Knezek, G. and Christensen, R. (1998). Internal Consistency Reliability for the Teachers' Attitudes Toward Information Technology Questionnaire. Presented at the Society of Information Technology & Teacher Education (SITE)'s 9th International Conference, Washington, DC, March 13, 1998.

Knezek, G. and Christensen, R. (1997). Internal Consistency Reliability for the Teachers' Attitudes Toward Information Technology (TAT) Questionnaire. Denton, TX: Texas Center for Educational Technology.

Knezek, G. and Christensen, R. (1997). Attitudes Toward Information Technology at Two Parochial Schools in North Texas. Denton, TX: Texas Center for Educational Technology.

Knezek, G. and Christensen, R. (1998). Attitudes Towards Information Technology Among Teachers at Six Texas Middle Schools. Denton, TX: Texas Center for Educational Technology.

 

Internal Consistency Reliability

  Table 4: TAT Reliabilities for K-12 teachers from six Texas schools (1997)

  

Knezek, G., & Christensen, R. (1998). Internal Consistency Reliability for the Teachers Attitudes Toward Information Technology (TAT) Questionnaire. Proceedings of the the Society for Information Technology & Teacher Education, 2, 832-833.

Recommended Administration Procedures

Teachers' Attitudes Toward Information Technology Questionnaire (TAT)

This instrument requires 8-20 minutes to complete, depending on the version. Sometimes teachers are unfamiliar with the semantic differential format and need to be told to mark their first impression quickly, without contemplating very long. This form works best when a general "aura" about some aspect(s) of the Internet, such as E-mail or the World Wide Web, is what is sought.

Scoring the Survey of Teachers' Attitudes Toward Information Technology Questionnaire

 Introduction

The Survey of Teachers' Attitudes Toward Information Technology Questionnaire gathers data on 15 separate indices from respondents. Ten of the fifteen are well-validated subscales from the Survey of Teachers' Attitudes Toward Computers (TAC) Questionnaire (Christensen and Knezek, 1996, 1997), which include Kay's semantic perception of computers (Kay, 1993) and D'Souza's (1992) classroom learning via E-mail.  The remaining five subscales were newly constructed using semantic differential items taken from Zaichkowsky's (1985) Modified Personal Involvement Inventory, a context free 16-item semantic differential scale that focuses on "a person's perceived relevance of the object based on inherent needs, values, and interests" (p. 342).  The following sections describe how to score each type of scale.

 

Scoring TAT 1.0

TAT 1.0 

Scoring TAT 1.1

TAT 1.1

TAT 2.0

Scoring TAT 3.2

TAT 3.2