A comparative analysis of selected educational technology competencies regarded as important for the integration of technology in the public schools of Pennsylvania

The purpose of this study was to identify the perceived relative importance of a set of professional competencies required for the successful coordination and/or integration of educational technologies in the public school districts of Pennsylvania.; Supervisors and experts were asked to complete a survey validated by way of a pilot study. The instrument contained eighty-two competency items categorized into ten competency areas. A Likert scale was used ranging from one (not important) to five (critically important).; The following research questions were explored: (1) What is the importance of competencies, as perceived by supervisors? (2) Is there a significant difference in the relative importance, perceived by supervisors, with respect to district population? (3) What is the relative importance of competencies perceived by experts? (4) Is there a significant difference in the relative importance of competencies perceived by supervisors and experts?; Competency areas of greatest importance for supervisors (M = 4.000-5.000) were Resource Management and/or Administration, and Selection and Utilization/Integration. Next most important (M = 3.000-4.000) Systems Approach to Instructional Design, Research, Historical/Social Impact, and Library/Information Science. Mass Communications, Interactive/Multimedia, Evaluation of Media and Computers for Instruction, and Technical competencies were perceived "somewhat important" (M {dollar}<{dollar} 3.000).; The MANOVA procedure utilized for question two showed no overall significance among the ten competency areas with respect to district population.; Research question three revealed experts perceived 51% of the competency attributes to be "very important" to "critically important" (M = 4.000-5.000). The greater number of areas included Selection and Utilization/Integration, Systems Approach to Instructional Design, Resource Management and/or Administration, Historical/Social Impact, and Evaluation of Media and Computers for Instruction. Thirty-four percent of the eighty-two competency attributes were perceived as "important" to "very important" (M = 3.000-4.000). Only four attributes fell in the "somewhat important" to "important" (M = 2.000-3.000) range. One technical competency was considered "not important" to "somewhat important."; A comparison between the perceptions of supervisors and experts on the importance of competency areas found no significant difference among perceptions as tested.