Research Article
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Development and Validation of the Teachers’ Digital Competence Scale (TDiCoS)

Year 2023, Volume: 8 Issue: 1, 148 - 160, 08.01.2023
https://doi.org/10.53850/joltida.1204358

Abstract

The competences expected from teachers are described in several international reports. An investigation of teacher competences has a potential to analyze and delineate the current situation. Assessment of any construct necessitates utilization of appropriate scales with established validity and reliability. Currently available validated digital competence scales have examined digital competences of citizens, teachers, students, but most are based on only one digital competence framework. In this study a valid, reliable, and comprehensive scale entitled “Teachers’ Digital Competence Scale” (TDiCoS) for teachers of different subjects has been obtained by relying on standards/policy reports from several countries. TDiCoS items measure teachers' self-assessment and report of their use of digital technologies in their classrooms. TDiCoS was validated on a sample of 288 in-service teachers. In the final form TDiCoS is unidimensional and composed of 19 items. The model fit criteria, factor loadings, internal validity, and reliability of TDiCoS were examined and found to be good. Hence, it can inform design of new policies and teacher professional development programs targeting digital competences.

Supporting Institution

The Scientific and Technological Research Council of Türkiye (TÜBİTAK) 2228 National MSc and PhD Scholarship Programme for Senior Undergraduate 2013/2

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Year 2023, Volume: 8 Issue: 1, 148 - 160, 08.01.2023
https://doi.org/10.53850/joltida.1204358

Abstract

References

  • (Author, 2020)
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  • Bartolomé, J., de Soria, I. M., Jakobsone, M., Fernández, A., Ruseva, G., Koutoudis, P., ... & Vaquero, M. (2018, March). Developing a digital competence assessment and accreditation platform for digital profiles. In Proceedings of the 12th International Technology, Education and Development Conference (INTED), Valencia, Spain (pp. 5-7).
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  • Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
  • Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of E-learning and Knowledge Society, 4(3), 183-193. https://doi.org/10.20368/1971-8829/288
  • Carretero, S.; Vuorikari, R. and Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use, Joint Research Centre. https://doi.org/10.2760/38842
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  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(7), 1-9. https://doi.org/10.7275/jyj1-4868
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  • DeVellis, R. F. (2017). Scale development: Theory and applications. (4th Edition). Sage.
  • Dziuban, C. D., & Shirkey, E. C. (1974). When is a correlation matrix appropriate for factor analysis? Some decision rules. Psychological Bulletin, 81(6), 358. https://doi.org/10.1037/h0036316
  • Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. European Commission Joint Research Centre. https://doi.org/10.2791/82116
  • Ferrari, A., & Punie, Y. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. European Commission Joint Research Centre. https://doi.org/10.2788/52966
  • Fontaine, J. R. (2005). Equivalence. Encyclopedia of Social Measurement, 1, 803-813.
  • Fowler, F. J. (1995). Improving survey questions design and evaluation. Sage.
  • Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265-275. https://doi.org/10.1037//0033-2909.103.2.265
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
  • Gümüş, M. M., & Kukul, V. (2022). Developing a digital competence scale for teachers: validity and reliability study. Education and Information Technologies, 1-19. https://doi.org/10.1007/s10639-022-11213-2
  • Hambleton, R. K., & Traub, R. E. (1973). Analysis of empirical data using two logistic latent trait models. British Journal of Mathematical and Statistical Psychology, 26(2), 195–211. https://doi.org/10.1111/j.2044-8317.1973.tb00517.x
  • Harari, Y. N. (2018). 21. yüzyıl için 21 ders [21 lessons for the 21st century] (in Turkish). Kolektif Kitap.
  • He, T., & Li, S. (2019). A comparative study of digital informal learning: The effects of digital competence and technology expectancy. British Journal of Educational Technology, 50(4), 1744-1758. https://doi.org/10.1111/bjet.12778
  • Henson, R. K. (2001). Understanding internal consistency reliability estimates: A conceptual primer on coefficient alpha. Measurement and Evaluation in Counseling and Development, 34(3), 177-189. https://doi.org/10.1080/07481756.2002.12069034
  • Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. T., Seers, A., Vandenberg, R. J., & Williams, L. J. (1997). Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal of Organizational Behavior, 667-683. https://doi.org/10.1002/(SICI)1099-1379(199711)18:6%3C667::AID-JOB874%3E3.0.CO;2-T
  • Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. https://doi.org/10.1007/s10639-014-9346-4
  • ISTE (2000). ISTE national educational technology standards (NETS) and performance indicators for teachers. http://www.iste.org/docs/pdfs/nets_for_teachers_2000.pdf Accessed 18 May 2022.
  • ISTE (2017). ISTE standards for educators. International Society for Technology in Education. https://www.iste.org/standards/iste-standards-for-teachers. Accessed 18 May 2022. Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
  • Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Journal of Educational Technology & Society, 21(1), 155-171.
  • Kline, P. (1993). The handbook of psychological testing (2nd edition). Routledge.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford.
  • Kluzer, S., & Pujol Priego, L. (2018). DigComp into action: get inspired, make it happen. Publications Office of the European Union. https://doi.org/10.2760/112945
  • Kuran, E. (2018). Telgraftan tablete [From telegram to tablet] (in Turkish). Destek.
  • Kuzminska, O., Mazorchuk, M., Morze, N., Pavlenko, V., & Prokhorov, A. (2018). Digital competency of the students and teachers in Ukraine: measurement, analysis, development prospects. In V. Ermolayev et al. (Eds.), Proceedings of the 14th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer (ICTERI 2018) (pp. 366–379).
  • Law, N., Woo, D., de la Torre, J., & Wong, G. (2018). A global framework of reference on digital literacy skills for indicator 4.4.2. Unesco Institute for Statistics. http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf Accessed 18 May 2022.
  • Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
  • MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. https://doi.org/10.1037/1082-989X.4.1.84
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Duygu Yılmaz Ergül 0000-0001-9769-3576

Mehmet Fatih Taşar 0000-0003-1249-3482

Publication Date January 8, 2023
Submission Date November 15, 2022
Published in Issue Year 2023 Volume: 8 Issue: 1

Cite

APA Yılmaz Ergül, D., & Taşar, M. F. (2023). Development and Validation of the Teachers’ Digital Competence Scale (TDiCoS). Journal of Learning and Teaching in Digital Age, 8(1), 148-160. https://doi.org/10.53850/joltida.1204358

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Journal of Learning and Teaching in Digital Age. All rights reserved, 2023. ISSN:2458-8350