Development of the digital and socio-civic skills (DIGISOC) questionnaire

Peart, Mark; Esteban, Prudencia Gutiérrez; Delgado, Sixto Cubo

doi:10.1007/s11423-020-09824-y

Cited by 25 publications

(43 citation statements)

References 43 publications

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“…The result also shows that the participants have a high awareness of the concept of DC particularly with digital health and safety and digital etiquette. This is the same as what was confirmed by Walters et al (2019); Peart et al (2020). The results show that participants are aware of the physical effects of sustained use of ICTs.…”

Section: Discussionsupporting

confidence: 90%

The Implementations of Primary School Teachers About the Concept of Digital Citizenship

Alqirnas

2022

PEC

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The current study seeks to explore primary school teachers’ implementations of the concept of digital citizenship. The study adopted a questionnaire as the quantitative method and distributed it to the participants online. 943 participants were both (female, male) of Hail city in Saudi Araba. The results show that the primary teachers have positive implementations about the concept of digital citizenship and its dimensions. It also found that tender had no effect on digital citizenship dimensions. However, primary teachers with more than 10 years of technological experience high higha level of knowledge of concept of digital citizenship, especially in digital communication and digital etiquette. Based on the findings, the study recommended focusing on developing the capabilities of educational cadres in general and teachers in particular, as well as preparing and training them in the areas of digital citizenship, allowing them to teach it effectively and to effectively employ digital technologies in the educational process. More research is needed in the future to identify the requirements for citizenship in education from the set of cultural, social, health, legal, and security determinants related to digital technology that enable the educational system in general, and teachers in particular, to contribute to the preparation of a modern citizen capable of using and employing digital technology in a safe and sound manner. Keywords: descriptive research, digital citizenship (dc), education system, primary school teachers

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Section: Discussionsupporting

confidence: 90%

The Implementations of Primary School Teachers About the Concept of Digital Citizenship

Alqirnas

2022

PEC

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“…Compared to previous quantitative studies (e.g., Alarcón et al, 2020 ; Kong et al, 2019 ; Peart et al, 2020 ; Suwanroj et al, 2019 ; Touron et al, 2018 ; etc.) the present study is the only one presenting a hybrid approach where both PLS-SEM and CB-SEM approaches are implemented for CFA of scale validation.…”

Section: Discussion Implications and Limitationsmentioning

confidence: 69%

“…Furthermore, contrary to previous studies that suggested too short (e.g., Lee et al, 2015 ) or quite long (e.g., Peart et al, 2020 ; Touron et al, 2018 ) instruments, the SDiCoS proposes a comprehensive model of six components and 28 items, providing a practical and easy to use instrument for future research on students’ DC. SDiCoS includes all the essential components as derived from previous popular frameworks, being adjusted to the present technological trends.…”

Section: Discussion Implications and Limitationsmentioning

confidence: 86%

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Development and validation of students’ digital competence scale (SDiCoS)

Tzafilkou

Perifanou

Economides

2022

Int J Educ Technol High Educ

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Towards the transition to blended and remote education, evaluating the levels of students’ digital competence and designing educational programs to advance them is of paramount importance. Existing validated digital competence scales usually ignore either important digital skills needed or new socio-technological innovations. This study proposes and validates a comprehensive digital competence scale for students in higher education. The suggested instrument includes skills of online learning and collaboration, social media, smart and mobile devices, safety, and data protection. The scale was evaluated on a sample of 156 undergraduate and postgraduate students just before and at the beginning of the COVID-19 crisis. The final scale is composed of 28 items and six digital competence components. The evaluation study revealed valid results in terms of model fit criteria, factor loadings, internal validity, and reliability. Individual factors like the students’ field of study, computer experience and age revealed significant associations to the scale components, while gender revealed no significant differences. The suggested scale can be useful to the design of new actions and policies towards remote education and the digital skills’ development of adult learners.

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“…A search in the databases also provides the number of quotes of each category that has any of the ten scales found, with 151 mentions in Google Scholar and 58 in Scopus by Jones and Mitchell [19] followed with 90 and 27 quotes, respectively, by Choi, Glassman, and Cristol [20]. The next column of Table 2 provides information on the recipients to whom the instrument was administered in its first application, mostly to university students or recent graduates [21][22][23], to adolescent or secondary school students [19,26,28], and to teachers [25,27]. Some technical and psychometric properties of the scales are also shown, such as the samples, small and random in all cases; characteristics of the instruments, between 8 and 59 items and between 2 and 7 response options; and the reliability of the scales using Cronbach's alpha, always above 0.70.…”

Section: Introductionmentioning

confidence: 99%

Measuring Digital Citizenship: A Comparative Analysis

2021

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This paper aims at showing a state of the art about digital citizenship from the methodological point of view when it comes to measuring this construct. The review of the scientific literature offers at least ten definitions and nine different scales of measurement. The comparative and diachronic analysis of the content of the definitions shows us two conceptions of digital citizenship, some more focused on digital competences and others on critical and activist aspects. This paper replicates and compares three scales of measurement of digital citizenship selected for their relevance and administered in a sample of 366 university students, to analyze their psychometric properties and the existing coincidences and divergences between the three. The most outstanding conclusion is that not all of them seem to measure the same construct, due to its diversity of dimensions. An online activism dimension needs to be incorporated if digital citizenship is to be measured. There is an urgent need to agree internationally on a definition of digital citizenship with its corresponding dimensions to elaborate a reliable and valid measuring instrument.

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Development of the digital and socio-civic skills (DIGISOC) questionnaire

Cited by 25 publications

References 43 publications

The Implementations of Primary School Teachers About the Concept of Digital Citizenship

The Implementations of Primary School Teachers About the Concept of Digital Citizenship

Development and validation of students’ digital competence scale (SDiCoS)

Measuring Digital Citizenship: A Comparative Analysis

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