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

Yıl 2023, Cilt: 8 Sayı: 1, 148 - 160, 08.01.2023

Duygu Yılmaz Ergül Mehmet Fatih Taşar

https://doi.org/10.53850/joltida.1204358
Cited By: 3

Öz

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.

Anahtar Kelimeler

Digital competence Scale development Teacher Digital technologies

Destekleyen Kurum

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

Kaynakça

  • (Author, 2020)
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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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  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
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Yıl 2023, Cilt: 8 Sayı: 1, 148 - 160, 08.01.2023

Duygu Yılmaz Ergül Mehmet Fatih Taşar

https://doi.org/10.53850/joltida.1204358
Cited By: 3

Öz

Anahtar Kelimeler

Digital competence Scale development Teacher Digital technologies

Kaynakça

  • (Author, 2020)
  • Alarcón, R., Del Pilar Jiménez, E., & de Vicente‐Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407-2421. https://doi.org/10.1111/bjet.12919
  • 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).
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: a primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
  • Brečko, B. & Ferrari, A. (2016). The digital competence framework for consumers. European Commission Joint Research Centre. https://doi.org/10.2791/838886
  • Bryman, A., & Cramer, D. (1999). Quantitative data analysis with SPSS release 8 for windows. Routledge.
  • 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
  • Cartelli, A. (2010, June). Frameworks for digital competence assessment: Proposals, instruments, and evaluation. In Proceedings of Informing Science & IT Education Conference (InSITE) (pp. 561-573). https://doi.org/10.28945/1274
  • Cattell, R. B. (1966). The Scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245-276. https://doi.org/10.1207/s15327906mbr0102_10
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
  • Cohen, R. J., & Swerdlik, M. E., (2009). Psychological testing and assessment: An introduction to tests and measurement (7th Edition). The McGraw-Hill Companies.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. (2nd Edition). Psychology press.
  • 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
  • DeCoster, J. (1998). Overview of Factor Analysis. http://www.stat-help.com/notes.html. Accessed 08 May 2022.
  • 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
  • Mattar, J., Ramos, D. K., & Lucas, M. R. (2022). DigComp-based digital competence assessment tools: literature review and instrument analysis. Education and Information Technologies, 1-25. https://doi.org/10.1007/s10639-022-11034-3
  • MNE (2006). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession] (in Turkish). https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf Accessed 18 May 2022.
  • MNE (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession] (in Turkish). https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf Accessed 18 May 2022.
  • MNE (2020). Dijital okuryazarlık öğretmen klavuzu [Digital literacy teacher's guide] (in Turkish). http://cdn.eba.gov.tr/kitap/digital/#p=1 Accessed 18 May 2022.
  • NETS-S. (2007). National educational technology standards for students, NET-S. Washington.D.C.
  • NETS-T. (2008). National educational technology standards for teachers, NET-T. Washington.D.C.
  • Niess, M. L. (2011). Investigating TPACK: knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3) 299-317. https://doi.org/10.2190/EC.44.3.c
  • Oberländer, M., Beinicke, A., & Bipp, T. (2020). Digital competencies: A review of the literature and applications in the workplace. Computers & Education, 146, 103752. https://doi.org/10.1016/j.compedu.2019.103752
  • OEDC. (2022). OECD education and skills today. https://oecdedutoday.com/coronavirus/. Accessed 18 May 2022.
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Redecker, C. (2017). European framework for the digital competence of educators-DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770 Revuelta-Domínguez, F. I., Guerra-Antequera, J., González-Pérez, A., Pedrera-Rodríguez, M. I., & González-
  • Fernández, A. (2022). Digital teaching competence: a systematic review. Sustainability, 14(11), 6428. https://doi.org/10.3390/su14116428
  • Roberts, K., & Kruse, J. (2022). Investigating changes in preservice teachers’ conceptions of technological literacy. International Journal of Technology and Design Education, 1-14. https://doi.org/10.1007/s10798-021-09726-x
  • Rowston, K., Bower, M., & Woodcock, S. (2021). The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration. International Journal of Technology and Design Education, 1-39. https://doi.org/10.1007/s10798-021-09710-5
  • Scherer, R., Siddiq, F., & Tondeur, J. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1–17. https://doi.org/10.1016/j.compedu.2017.04.012
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
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  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner's guide to structural equation modeling (3rd ed.). Routledge.
  • Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1-14. https://doi.org/10.1016/j.compedu.2015.10.006
  • Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8), 402. https://doi.org/10.3390/educsci11080402
  • Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224. https://doi.org/10.1080/2331186X.2022.2063224
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  • TEDMEM (2021). Teachers’ digital competences [Öğretmen dijital yeterlikleri] (in Turkish) https://tedmem.org/wp-content/uploads/2021/09/ogretmen-dijital-yeterlikleri.pdf. Accessed 18 May 2022.
  • Toker, T., Akgün, E., Cömert, Z., & Sultan, E. (2021). Eğitimciler için dijital yeterlilik ölçeği: uyarlama, geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50(230), 301-328. https://doi.org/10.37669/milliegitim.801607
  • Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380
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  • Turkish Education Association (2009). Öğretmen yeterlikleri [Teacher competencies] (in Turkish). Adım Okan. Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). Development and validation of students’ digital competence scale (SDiCoS). International Journal of Educational Technology in Higher Education, 19(1), 1-20. https://doi.org/10.1186/s41239-022-00330-0
  • UNESCO (2011). UNESCO ICT competency framework for teachers. https://iite.unesco.org/pics/publications/en/files/3214694.pdf. Accessed 18 May 2022.
  • UNESCO (2018). UNESCO ICT competency framework for teachers. https://unesdoc.unesco.org/ark:/48223/pf0000265721. Accessed 18 May 2022.
  • Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158.https://doi.org/10.1002/1098-2736(200102)38:2<137::AID-TEA1001>3.0.CO;2-U
  • Vuorikari, R., Punie, Y., Carretero Gomez S., Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Luxembourg Publication Office of the European Union. https://doi.org/10.2791/11517
  • Yılmaz, E., Aktürk, A., & Çapuk, S. (2021). Dijital öğretmen yeterlilik ölçeği geliştirme: geçerlik ve güvenirlik çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(38), 35-68. https://doi.org/10.14520/adyusbd.950728
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Duygu Yılmaz Ergül 0000-0001-9769-3576

Mehmet Fatih Taşar 0000-0003-1249-3482

Yayımlanma Tarihi 8 Ocak 2023
Gönderilme Tarihi 15 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 1

Kaynak Göster

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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 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350