Teachers’ attitude regarding the use of ICT. A factor reliability and validity study

Abstract

Current research examines the need for design and validation of a unifactorial scale to measure attitudes of university teachers with regard to ICT. The main goal of this study is to achieve a simple scale, composed of a single factor contributing a clearly reliable measure with acceptable content and factorial validity. A case study is presented, which has been developed with the teaching staff of the University of Salamanca (Spain). In this case study, an expert content validation was done at a first stage. After that, an attitude scale regarding the usage of ICT in teaching was applied with a representative sample of teachers (N = 2329; n = 161). An individual analysis of the items was made with the obtained results and then a Cronbach's alpha based reliability test was carried out to show the internal consistency of the survey. Finally, an exploratory and confirmatory factor analysis was applied to prove its structural soundness and unifactoriality. The main conclusion of this paper is to offer to the scientific community a tool with adequate psychometric properties that gives added pedagogical value to the introduction of ICT in higher education teaching.

Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers

“…The formula for this calculation is based on a 0 ¼ a/T, where T is the number of comparisons or statistical tests that can be carried out a posteriori (Hern andez et al, 2011;Wilkinson, 1999). Therefore, in our case, a 0 is 0.016 since 0.016 ¼ 0.05/3, with 3 being the number of possible specific comparisons.…”

Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities

“…This implies that faculty members are aware of LMS usage to enrich course content and also agree with Mtebe and Raisamo's (2014) argument that perceived benefits would not be achieved without instructors embracing LMS in their courses. Hernandez-Ramos et al (2014) regard ICT generally to serve as a tool for information processing and implicit learning content. The LMS resources were preferred to be either formatted in consistent order to cover contents of many courses or specifically organised for specific course.…”

“…The utilisation of LMS for academic purposes aid faculty members and institutions to save time and money by providing online assessment methods through proctored exams and tests as well as organising resources. These and other functionalities of LMS enhance pedagogical processes in a modern manner to face new education demands of the information societies (Hernandez-Ramos, Martinez-Abad, Garcia-Penalvo, Herrera Garcia, & Rodriguez-Conde, 2014). LMS and its broader component, Information and Communication Technology (ICT), is needed in higher education institutions to serve as an instrument in learning processes, a tool for information processing and implicit learning content (Hernandez-Ramos et al, 2014;Teo & Noyes, 2011;Al-Siraihi AL-Harbi, 2011).…”

“…Interestingly, one of the major concerns was that LMS may not provide benefits based on time and cost invested (Green, 2013). Various international studies have also noted that despite the fact that many developed countries have fully incorporated ICT in their education system, the impact has not been what they had hoped for (Fathema, Shannon, & Ross, 2015;Hernandez-Ramos et al, 2014;Wang & Wang, 2009).…”

Evaluación de Competencias Informacionales con el Instrumento IL-HUMASS: Escalamiento Multidimensional

“…Se evidencia que en la medida de actitudes, los cuestionarios basados en escalas de respuesta son la técnica de recogida de datos más habitual (Hernández Pina, 2009;Hernández Ramos, Martínez Abad, García Peñalvo, Herrera García, & Rodríguez Conde, 2014), dado que es el método mejor fundamentado, más estudiado y contrastado (Morales Vallejo, 2000;Tejedor Tejedor, García-Valcarcel, & Prada, 2009).…”