Instructional Technology Competencies Perceived as Needed by Vocational Teachers In Ohio And Taiwan

Abstract

This study explored and described the perceptions of vocational and career-technical education teachers for the knowledge, importance, and educational needs of instructional technology and compared perceptions of teachers in Ohio and Taiwan. All vocational education teachers working at 44 comprehensive high schools and six Joint Vocational Schools (JVS) in the central region of Ohio and 22 vocational high schools in Kaohsiung district, Taiwan during 2001-02 academic years participated. The Borich needs assessment model was adapted to determine the need for instructional technology knowledge and skills. A questionnaire was designed to gather information about vocational teachers’ school and program characteristics and their perceptions of the instructional technology importance and knowledge in their program. The questionnaire was developed in both English and Mandarin Chinese.