Development of a self-efficacy scale for digital competences in schools (original) (raw)
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Digital Competence, Teacher Self-Efficacy and Training Needs
Proceedings of the 2018 ACM Conference on International Computing Education Research
Computing related content is introduced in school curricula all over the world, placing new requirements on school teachers and their knowledge. Little attention has been paid to fostering the skills and attitudes required to teach the new content. This involves not only traditional computing topics, such as algorithms or programming, but also the role of technology in society as well as questions related to ethics, safety and integrity. As technology develops at a fast rate, so does the content to be taught. Learning computing content through isolated in-service training initiatives is by no means enough, but rather, teachers need to develop confidence to independently and continuously explore what is new, what is relevant and how to include digital competence in their teaching. Teachers' self-efficacy is hence of crucial importance. In a previous article [13] we described the development of a self-efficacy scale for teachers, focusing on digital competence as described in EU's framework DigComp 2.0. In this paper, we extend that work by analysing 530 teachers' responses collected in Autumn 2017 during a series of workshops and other professional development events. Our goal was to collect baseline data, painting a picture of teachers' current self-efficacy levels in order to facilitate follow-up studies. In addition, our results also point out challenging areas, consequently providing important insight into what topics and themes should be emphasized in professional development initiatives.
Distinctions between Computer Self-Efficacy of Pupils and Teachers in Elementary School
The European Journal of Open, Distance and E-Learning, 2014
The aim of this study was to establish whether there are differences between the computer self-efficacy of pupils and teachers (N = 507) in the context of the classroom, as a developing workplace of the teacher in elementary education. The survey covered 184 teachers and 323 pupils in elementary school. The results show that there is no statistically significant difference in the Basic Computer Skills dimension. In other words, both pupils and teachers assess their own self-efficacy in Basic Computer Skills equally. Further, the results show a statistically significant difference of the medium effect size in Media-Related Skills. In other words, pupils assess their self-efficacy in this dimension higher than the teachers. The results also reveal a statistically significant difference in the medium effect size concerning the self-efficacy dimension of Web-Based Skills, i.e. the pupils' assessment of self-efficacy in the skill of internet use is higher than the teachers' assessment of self-efficacy in the same area. The results also show that pupils generally assess their computer self-efficacy more highly than the teachers do, which may be explained by the fact that these pupils are digital natives, belonging to what is known as the Net Generation, while their teachers are known as digital immigrants. This paper explains the implications of these results for modern multimedia student-centred classes, and the role of the pupil and teacher in such classes.
Development and Validation of the Teachers’ Digital Competence Scale (TDiCoS)
Journal of learning and teaching in digital age, 2023
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.
DEVELOPMENT OF A TOOL TO MEASURE COMPUTER SELF-EFFICACY OF STUDENT TEACHERS
aiaer.net
This article describes the process of the development of an instrument to measure computer self-efficacy of student teachers. Self-efficacy beliefs have repeatedly been reported as a major factor in understanding the frequency and success with which individuals use computers. Computer self-efficacy is also an indicator of computer competency of individuals. But it is observed that there is no tool with desired psychometric properties to measure the computer self-efficacy of student teachers. The scale has high validity and reliability indices indicating that the tool can be used to measure the self-efficacy of the student teachers.
Correlation between Teachers’ Digital Competency and their Self-Efficacy in Managing Online Classes
Pakistan Journal of Humanities and Social Sciences
Adoption of online teaching platforms for reaching learners and including technologies in lesson delivery was never so crucial before the Pandemic. The shift from regular classroom teaching to distant learning during the pandemic presented many challenges to educators. This study explored the correlation between teachers’ digital competency and their self-efficacy during distant teaching. This research employed a quantitative approach, and a questionnaire was administered to a sample of teaching staff from Karachi's southern region. 155 respondents participated in this research including 85 Nursery teachers and 70 from lower primary level(I–II). The questionnaire included questions on factors for digital competency and teachers’ self-efficacy in separate sections. The digital competency section assessed teachers' proficiency in using digital tools, platforms, and technologies relevant to online teaching. The self-efficacy section measured teachers' beliefs in their capab...
Developing a digital competence scale for teachers: validity and reliability study
Education and Information Technologies
Teachers' digital competence is very significant in terms of integrating digital technologies into the education process. This study aims to develop an up-to-date scale that can determine the digital competencies required for teachers to acquire new skills that arise with the change and development of technology and use them in educational environments. A total of 695 teachers participated in the study. Exploratory and confirmatory factor analyses were used to examine the construct validity of the scale. To assess the discrimination index of the items, the lower 27% and upper 27% groups were determined, and the differences between the groups were examined. Internal consistency coefficients were calculated for the reliability analysis. According to the results of the analysis, the developed scale consists of six factors and 46 items, and the Cronbach Alpha coefficient of the entire scale is 0.975. The factors were identified as "Safety," "Data Literacy," "Problem Solving," "Digital Content Creation," "Communication and Collaboration," and "Ethics," respectively, according to the content of the items. When compared with the DigComp 2.1 framework developed by the European Union, it was determined that the ethical factor emerged differently in this study. As a result, it can be said that the Digital Competency Scale for Teachers is a valid and reliable scale that can be used to measure teachers' digital competencies.
Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 2022
In this digital era, transforming the traditional classroom to the online environment becomes urgent, particularly during the COVID 19 pandemic. E-learning becomes an alternative platform for online learning as it provides space for the teacher to open, design, and manage a class. Designing digital material becomes a prerequisite in this circumstance, and it requires teachers' competence in using technology, including digital literacy. This competence will cultivate teachers' self-efficacy, which is an essential factor in the success of E-learning implementation; therefore, this study investigates teachers' self-efficacy on designing digital material uploaded in E-learning. This study explores 20 vocational school teachers' experience in using E-learning by investigating what digital material and E-learning are perceived by the teachers and how they design and implement it in the E-learning. The teachers' experience is captured through questionnaires, interviews and class observation then the data are analysed under Efficacy theory. The result shows that the teachers' self-efficacy, in general, is at a medium level, and their ICT knowledge and competence influence their ability in designing digital material and use it in E-learning. Those with adequate knowledge and competency pose a high self-efficacy, while those with less knowledge and skill, their selfefficacy in designing is considered moderate. Therefore, intensive teacher training in digitalizing material is urgent to boost the teachers' self-efficacy and ICT competence to gain success and benefits from E-learning.
Computers in Human Behavior, 2017
Most studies on the assessment of ICT competences use measures of ICT self-efficacy. These studies are often accused that they suffer from self-reported bias, i.e. students can over-and/or underestimate their ICT competences. As such, taking bias and accuracy of ICT self-efficacy into account, would improve the validity of these studies and the predictive power of the ICT self-efficacy measures used. Consequently, the general aim of this study is twofold. First, to explore the degree to which primary school students are under-and/or overestimating their ability in digital information processing and communication. Second, to identify student characteristics that are possibly related to the accuracy of ICT self-efficacy. Information on accuracy and bias of ICT self-efficacy was gathered by comparing students' results on an ICT self-efficacy scale and a performance based ICT competence test. Both instruments were administered to 378 sixth grade students from 58 primary schools in Flanders (the Dutch speaking part of Belgium). Information on the explanatory student characteristics was gathered through a questionnaire that was administered to the same students. The results indicate that primary school students make relatively accurate and positively biased judgments about their ability in digital information processing and communication. Further, the results indicate that primary school students' actual ICT competences and previous ICT experience are related to their accuracy of ICT self-efficacy. As this study is one of the first to investigate primary school students' accuracy and bias of ICT self-efficacy and to identify potential explanatory variables, it provides new insights into the nature of ICT self-efficacy.