Top

Technology, Knowledge and Learning

Published in:

21-01-2022 | Original research

Adaptation of Self-Assessment Instrument for Educators’ Digital Competence into Turkish Culture: A Study on Reliability and Validity

Authors: Ayça Çebi, İlknur Reisoğlu

Published in: Technology, Knowledge and Learning | Issue 2/2023

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

In this study, the adaptation of the "Digital Competence for Educators" self-assessment instrument developed by the European Commission Joint Research Centre to Turkish culture and the validity and reliability study of the Turkish form were carried out. The study was conducted with 697 teachers working in different provinces of Turkey. After the translation of the self-assessment instrument, first and second-order confirmatory factor analyses were made for construct validity, and AVE and CR values were calculated for convergent validity. For reliability studies, the Cronbach alpha coefficient and McDonald's omega coefficient were presented. The model of the instrument consisting of 22 items and six dimensions in total was found to be well adapted as a result of the confirmatory factor analysis. The Cronbach alpha coefficient for the entire self-assessment instrument was calculated as .947, and the omega coefficient, which was expressed to give more proper results for congeneric measurements, was calculated as .948. The analysis results show that the self-assessment instrument adapted to Turkish culture is a valid and reliable instrument with language equivalence in evaluating teachers' digital competence.

previous article Computational Thinking Assessment – Towards More Vivid Interpretations

next article Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Benali, M., Kaddouri, M. & Azzimani, T. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development using ICT, 14(2), 99–120. Retrieved from https://www.learntechlib.org/p/184691/.

Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Palacios-Rodríguez, A., & Barroso-Osuna, J. (2021). Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment. Texto Livre: Linguagem E Tecnologia, 14(1), e25740. https://doi.org/10.35699/1983-3652.2021.25740

Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professors according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26, 4691–4708. https://doi.org/10.1007/s10639-021-10476-5CrossRef

Cabero-Almenara, J., Romero-Tena, R., & Palacios-Rodríguez, A. (2020). Evaluation of teacher digital competence frameworks through expert judgement: The use of the expert competence coefficient. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 275–293. https://doi.org/10.7821/naer.2020.7.578CrossRef

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.12345CrossRef

Çapık, C., Gözüm, S., & Aksayan, S. (2018). Intercultural scale adaptation stages, language and culture adaptation: Updated guideline. FNJN Florence Nightingale Journal of Nursing, 26(3), 199–210. https://doi.org/10.26650/FNJN397481.

Çebi, A., & Reisoğlu, İ. (2019). A training activity for improving the digital competences of preservice teachers: The views of pre-service teacher in CEIT and other disciplines. Educational Technology Theory and Practice, 9(2), 539–565. https://doi.org/10.17943/etku.562663.

Dias-Trindade, S. & Gomes Ferreira, A. (2020). Digital teaching skills: DigCompEdu CheckIn as an evolution process from literacy to digital fluency, Icono 14, 18(2), 162–187. https://doi.org/10.7195/ri14.v18i1.1519.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104CrossRef

Garcia-Martin, J., & Garcia-Sanchez, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54–67. https://doi.org/10.1016/j.compedu.2016.12.010CrossRef

Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. In proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), 1, 541–548. https://doi.org/10.5220/0007679005410548.

Guillén-Gámez, F. D., Mayorga-Fernández, M. J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2020). Analysis of teachers’ pedagogical digital competence: Identification of factors predicting their acquisition. Technology, Knowledge and Learning, 26, 481–498. https://doi.org/10.1007/s10758-019-09432-7CrossRef

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall.

Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672CrossRef

Hambleton, R. K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1–13. Retrieve from http://www.jattjournal.com/index.php/atp/article/view/48345.

Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555–567. https://doi.org/10.1080/00313831.2016.1172501CrossRef

Instefjord, E. J., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602CrossRef

Johannesen, M., Øgrim, L., & Giæver, T. H. (2014). Notion in motion: Teachers’ digital competence. Nordic Journal of Digital Literacy, 9(4), 300–312. https://doi.org/10.18261/ISSN1891-943X-2014-04-05.

Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.

Kaya, R. (2020). Examination of the relationship between education faculty students’ technology integration self-competence perceptions and digital competence levels (Unpublished Master Thesis). Balıkesir University, Balıkesir.

Kelentrić, M., Helland, K., & Arstorp, A. T. (2018). Professional digital competence framework for teachers, 15. Retrieve from https://www.udir.no/in-english/professional-digital-competence-framework-forteachers/

Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). Guilford Press.

Krumsvik, R. J. (2011). Digital competence in the Norwegian teacher education and schools. Högre Utbildning, 1(1), 39–51.

Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273CrossRef

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.2020.104052CrossRef

Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 280–298.CrossRef

Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice teachers and self assessing digital competence. Journal of Educational Computing Research, 54(3), 326–351. https://doi.org/10.1177/0735633115620432CrossRef

Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519–530. https://doi.org/10.1093/biomet/57.3.519CrossRef

MENTEP [Mentoring Technology-Enhanced Pedagogy] (2018). Online Self-Assessment. Retrieved from http://mentep.eun.org/documents/2390578/2452293/Brochure_Mentep_2017.pdf/32784bcf-ca0d-49ab-af55–929abd15ab79.

Miguel-Revilla, D., Martínez-Ferreira, J. M., & Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology, 36(2), 1–12. https://doi.org/10.14742/ajet.5281.

Nilsson, J., Gardulf, A., & Lepp, M. (2016). Process of translation and adaptation of the Nurse Professional Competence (NPC) Scale. Journal of Nursing Education and Practice, 6(1), 100–103. https://doi.org/10.5430/jnep.v6n1p100CrossRef

Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory. McGraw-Hill.

Ottestad, G., Kelentrić, M., & Guðmundsdóttir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243–249. https://doi.org/10.18261/issn1891-943X-2014-04-02

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Punie, Y. (Ed.), EUR 28775 EN. Publications Office of the European Union. https://doi.org/10.2760/159770.

Redecker, C. (2018). DigCompEdu check-in. https://ec.europa.eu/eusurvey/runner/DigCompEdu-S-EN?startQuiz=true&surveylanguage=EN.

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, 8(2), 23–74.

Schumacker, R. E., & Lomax, R. G. (2015). A beginner's guide to structural equation modeling (4th edn.). Routledge.

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.

UNESCO [United Nations Educational, Scientific and Cultural Organization] (2011). UNESCO ICT competency framework for teachers. UNESCO. https://iite.unesco.org/pics/publications/en/files/3214694.pdf.

Watkins, D. (1989). The role of confirmatory factor analysis in cross-cultural research. International Journal of Psychology, 24, 685–701. https://doi.org/10.1080/00207598908247839CrossRef

Title: Adaptation of Self-Assessment Instrument for Educators’ Digital Competence into Turkish Culture: A Study on Reliability and Validity
Authors: Ayça Çebi
İlknur Reisoğlu
Publication date: 21-01-2022
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 2/2023
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-021-09589-0

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 2/2023

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

Research Trends in Adaptive Online Learning: Systematic Literature Review (2011–2020)

Do Future Teachers Believe that Video Games Help Learning?

Impact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers

Technology and Multimodality in Teaching Pre-service Teachers: Fulfilling Diverse Learners’ Needs

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Premium Partners