Exploring Digital Competencies: Validation and Reliability of an Instrument for the Educational Community and for all Educational Stages
Technology Knowledge and Learning,
Journal Year:
2024,
Volume and Issue:
unknown
Published: May 9, 2024
Abstract
Digital
competencies
are
very
significant
in
terms
of
integrating
digital
resources
into
educational
processes.
This
study
presents
the
validity
and
reliability
an
instrument
created
by
Carrera
et
al.
(2011),
order
to
evaluate
basic
competence
three
main
agents
community
(teachers,
students,
parents)
for
all
stages
(Early
Childhood
Education,
Primary
Secondary
Education
Higher
Education),
making
use
(1)
Skills
management
transfer
technological
data,
(2)
Software
hardware
skills,
(3)
Web
navigation
(4)
using
word
processors,
(5)
Data
processing
y
(6)
Multimedia
presentation
design
skills.
The
application
was
carried
out
with
a
sample
1,149
participants
from
stages,
coming
entire
territory
Dominican
Republic.
Reliability
assessed
various
measures,
including
Cronbach’s
Alpha,
Spearman-Brown
Coefficient,
Guttman’s
Two
Halves,
McDonald’s
Omega,
composite
reliability.
To
validate
instrument,
exploratory
factor
analysis
(EFA)
confirmatory
(CFA)
were
purpose
understanding
dimensionality
scale
(comprehension
validity,
construct
convergent,
discriminant
invariance
validity).
results
demonstrated
highly
satisfactory
reliability,
good
fit
model
observed,
valid
any
agent
stage.
final
version
consists
20
items
classified
six
latent
factors.
Language: Английский
Evaluación de la competencia digital docente. Un análisis que integra las perspectivas descriptiva, inferencial y multivariada
RIED Revista Iberoamericana de Educación a Distancia,
Journal Year:
2024,
Volume and Issue:
27(2)
Published: March 30, 2024
La
formación
integral
de
los
educadores
es
fundamental
para
integrar
la
tecnología
en
el
plan
estudios
y
guiar
a
estudiantes
su
proceso
aprendizaje.
Competencia
Digital
Docente
(CDD)
clave
educación
universitaria,
contribuyendo
al
crecimiento
profesional
alfabetización
digital
estudiantes.
Este
estudio
Universidad
Nacional
Chimborazo
(Unach),
Ecuador,
usa
marco
conceptual
COMDID
A
analizar
(CD)
sus
profesores.
metodología
descriptivo-correlacional
con
diseño
transversal
no
experimental.
muestra,
fue
seleccionada
probabilísticamente
segundo
período
académico
2022,
se
sometió
pruebas
confiabilidad
validez.
Los
resultados
del
Análisis
Factorial
Confirmatorio
(AFC)
indican
una
adecuada
adaptación,
identificando
cuatro
factores
que
explican
65
%
variabilidad
relacionan
las
dimensiones
modelo
adoptado.
Solo
39
profesores
supera
nivel
medio
CDD.
Se
encontraron
relaciones
significativas
entre
instrumento,
destacando
importancia
facultad
carrera
profesor.
correlación
grado
doctoral
sugiere
niveles
más
altos
influyen
desarrollo
CDD
avanzadas.
No
observaron
correlaciones
área
conocimiento
tiempo
dedicación
profesorado.
El
lineal
evidencia
ocasionales
son
percibidos
como
competentes
titulares.
Estos
resaltan
necesidad
enfocarse
competencias
mejorar
dominio
Tecnologías
Digitales
(TD)
aula.
ARTÍCULO
COMPLETO:https://revistas.uned.es/index.php/ried/article/view/39122/28916
Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence
F1000Research,
Journal Year:
2023,
Volume and Issue:
12, P. 866 - 866
Published: Nov. 6, 2023
Background:
Technology
plays
a
fundamental
role
to
achieve
higher
education
key
learning
objectives.
Digital
competence
(DC)
is
defined
as
set
of
skills,
knowledge,
abilities,
and
attitudes
in
technological
aspects.
It
necessary
employ
an
effective
training
action
plan
institutions
advance
towards
level
teaching
digital
(TDC).
The
objective
this
study
was
validate
the
COMDID
A
instrument
assess
Teaching
Competence
(TDC)
active
teachers,
through
confirmatory
factor
internal
reliability
analysis.
Methods:
research
developed
within
descriptive-correlational
scope
non-experimental-cross-sectional
design
dimensionality
evaluate
self-perceived
teachers.
population
made
up
690
professors
who
were
part
staff
National
University
Chimborazo,
Ecuador,
first
academic
period
year
2021.
sample
probabilistic,
simple
random
scheme,
percentage
potential
error
admitted
3%.
representativeness
50%,
confidence
97%.
total
511
teachers
completed
questionnaire
compared
452
individuals
needed.
Results:
robust,
it
reliable
for
calculated
sample.
There
correlations
between
variables,
statistical
calculation
ensured
development
multivariate
analysis
instrument.
Moreover,
correct
determined
high
Conclusions:
factorial
scores
order
further
studies
be
carried
out.
important
apply
educational
technology
data
collection
instruments.
Language: Английский