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ERIC Number: ED346124
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Early Validity and Reliability Data for Two Instruments Assessing the Predispositions People Have toward Technology Use: Continued Integration of Quantitative and Qualitative Methods.
Scherer, Marcia J.; McKee, Barbara G.
Validity and reliability data are presented for two instruments for assessing the predispositions that people have toward the use of assistive and educational technologies. The two instruments, the Assistive Technology Device Predisposition Assessment (ATDPA) and the Educational Technology Predisposition Assessment (ETPA), are self-report checklists with a consumer form and a version to be completed by professionals. The instruments are designed to identify for consumers of technology, their families, and advocates likely sources of mismatches between the user and the technology. Criterion-related validity was assessed for the ATDPA by asking 12 older adults with hearing loss and 8 members of a continuing education group to complete the instrument and a battery of 8 other tests. Results suggest the ATDPA's value in assessing factors involved in device use. The criterion-related validity of the ETPA was supported by results with 52 college students (26 hearing impaired), including an evaluation of hypercard use. The interrater reliability of the ATDPA was studied with 30 professionals rating 3 potential users, and that of the ETPA was studied through responses of 24 raters (music education undergraduates) rating 2 potential users. Both instruments seem to do a good job assessing the predispositions toward technology use of potential consumers. Six tables present study findings. There is a three-item list of references and an appendix containing the interview questions for the ETPA criterion-related validity study. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A