Construct validation of a questionnaire to measure teachers’ digital competence (TDC)

Tourón, Javier; Martín, Deborah; Asencio, Enrique Navarro; Pradas, Silvia; Mendoza, Victoria Íñigo

doi:10.22550/rep76-1-2018-10

Cited by 21 publications

(22 citation statements)

References 4 publications

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“…El instrumento para la recogida de datos se compone de dos cuestionarios complementarios. Por un lado, un cuestionario validado para medir la competencia digital docente (Tourón, Martín, Navarro, Pradas, e Íñigo, 2018) basado en 54 ítems distribuidos en cinco dimensiones, siguiendo un patrón de escala tipo Likert de cinco puntos. Con base en la validación llevada a cabo por Tourón et al (2018), dicho instrumento presenta una fiabilidad total estimada con Alpha de Cronbach de 0.98, además de niveles óptimos de fiabilidad en la escalad e conocimiento (α=0.89--0.94) y en la escala de uso (α=0.87--0.92).…”

Section: Instrumentounclassified

Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado

Sánchez

Belmonte

Cruz

et al. 2020

REIFOP

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Conocer los factores que inciden en la competencia digital docente es imprescindible para que los centros educativos elaboren planes formativos adaptados a las necesidades del alumnado actual. El objetivo de investigación se centra en conocer la incidencia que ejercen en el nivel de competencia digital algunos factores inherentes a la función docente: sexo, edad, experiencia, etapa educativa y nivel de formación. Se ha empleado un diseño cuantitativo sustentado en un enfoque descriptivo y correlacional, con una muestra de 520 docentes españoles de las etapas de infantil, primaria y secundaria. Se empleó un cuestionario validado para medir la competencia digital y otro cuestionario ad hoc para los datos sociodemográficos y formativos. Los resultados revelan que las mujeres disponen de mayor nivel en la creación de contenidos digitales que los hombres, los cuales destacan en la resolución de problemas; existe una relación inversamente proporcional entre edad y nivel competencial; la experiencia mejora el nivel de seguridad digital; la etapa incide en el nivel de información y alfabetización, comunicación y creación de contenidos; el nivel de formación continua es directamente proporcional al nivel competencial. Se concluye que los factores inherentes a la práctica educativa indicen significativamente en el nivel de competencia digital docente. Knowing the factors that affect the digital teaching competence is essential for schools to develop training plans tailored to the needs of current students. The research objective is focused on knowing the incidence that some factors inherent to the teaching function have on the level of digital competence: sex, age, experience, educational stage and level of training. A quantitative design based on a descriptive and correlational approach has been used, with a sample of 520 Spanish teachers from the infant, primary and secondary stages. A validated questionnaire was used to measure digital competence and another ad hoc questionnaire for sociodemographic and formative data. The results reveal that women have a higher level of digital content creation than men, which stand out in solving problems; there is an inversely proportional relationship between age and competence level; the experience improves the level of digital security; the stage affects the level of information and literacy, communication and content creation; The level of continuing education is directly proportional to the competence level. It is concluded that the factors inherent in educational practice significantly indicate the level of digital teaching competence.

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Section: Instrumentounclassified

Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado

Sánchez

Belmonte

Cruz

et al. 2020

REIFOP

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show abstract

“…For this reason, the most relevant results of a study carried out between the years 2016 and 2019 have been used here. These results were drawn up from the responses to the validated questionnaire ACDC (Analysis of Common Digital Competences) [33][34][35]. More specifically the questionnaire aimed at:…”

Section: Methodsmentioning

confidence: 99%

“…The validation of the initial questionnaire was carried out with 426 teachers who accessed through an online procedure [34].…”

Section: Instrumentmentioning

confidence: 99%

“…In the case of items related to "knowledge", Cronbach's Alpha coefficient varied between 0.89 and 0.94 and for the scale of "usage" of items between 0.87 and 0.92. The validity of the construct, and the convergent and discriminant validity, which is significant and acceptable, can be checked in Reference [34].…”

Section: Instrumentmentioning

confidence: 99%

“…The closer the Cronbach's Alpha is to 1 the greater the internal consistency of the analyzed items will be [36,37]. The validity is assumed to be correct having been tested in-depth at the initial stages of the survey [34]. Table 1 shows the Cronbach's Alpha coefficients for the different groupings of variables by area ("Information and Information Literacy", "Communication and Collaboration", "Creation of digital content", "Security" and "Problem Resolution") and for the total of items.…”

Section: Population and Samplementioning

confidence: 99%

See 2 more Smart Citations

Teacher Digital Literacy: The Indisputable Challenge after COVID-19

2021

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The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies.

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Develop and validate a scale to measure primary and secondary teachers’ digital teaching competence

Gao,

Li,

Zheng

2023

Educ Inf Technol

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Construct validation of a questionnaire to measure teachers’ digital competence (TDC)

Cited by 21 publications

References 4 publications

Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado

Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado

Teacher Digital Literacy: The Indisputable Challenge after COVID-19

Develop and validate a scale to measure primary and secondary teachers’ digital teaching competence

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