Articles producció científica> Pedagogia

Validation of a tool to measure the digital competence of secondary school teachers in initial teacher training

  • Datos identificativos

    Identificador: imarina:9351833
    Handle: http://hdl.handle.net/20.500.11797/imarina9351833
  • Autores:

    Palau R
    Fretes G
    Mogas J
    Usart M
  • Otros:

    Autor según el artículo: Palau R; Fretes G; Mogas J; Usart M
    Departamento: Pedagogia
    Autor/es de la URV: Palau Martin, Ramon Felix
    Palabras clave: Teaching Secondary school teacher training Secondary education Questionnaire validation Digital competence
    Resumen: Education has become even more dependent on information and communication technologies (ICT) in today’s post-pandemic era, and there is a growing awareness of the need to promote and assess teachers’ digital competence. Different techniques and tools have been used to try to measure and assess digital competence, but there is still no specific tool that can measure it among secondary school teachers completing their initial training. The aim of this paper is to validate a tool that is able to obje ctively assess the digital competence and knowledge of future secondary school teachers. In this paper, therefore, we adapt and validate the existing tool known as COMDID-C, currently used for future primary school teachers. In the first phase, 21 experts in the field worked on adapting the tool to suit secondary education. In a second pilot phase, 667 trainee secondary school teachers completed the test. The reliability analysis yielded ordinal alpha results indicating that the factors are not wholly internally consistent. However, this may be attributed to the fact that the analysis was carried out on the basis of randomised pairs of questions, without the possibility of establishing any other system of equivalence. In any case, bearing in mind the internal consistency, it is clear that the tool’s structure is comparable to that of its predecessor. This tool will make it possible to ascertain future teachers’ digital competence and reflect on their level of training at the start and at the end. It will also mean we can use this data to design and adapt training plans that improve the acquisition of these digital skills.
    Áreas temáticas: Revistas de ciencias de la educación Psicología Pedagogical & educational research Education & educational research Education Educación Educació Ciencias de la educación
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: ramon.palau@urv.cat
    Identificador del autor: 0000-0002-9843-3116
    Fecha de alta del registro: 2024-02-10
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://revistaseug.ugr.es/index.php/RELIEVE/article/view/25317
    Referencia al articulo segun fuente origial: Revista Electronica De Investigacion Y Evaluacion Educativa. 29 (2):
    Referencia de l'ítem segons les normes APA: Palau R; Fretes G; Mogas J; Usart M (2023). Validation of a tool to measure the digital competence of secondary school teachers in initial teacher training. Revista Electronica De Investigacion Y Evaluacion Educativa, 29(2), -. DOI: 10.30827/RELIEVE.V29I2.25317
    URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/
    DOI del artículo: 10.30827/RELIEVE.V29I2.25317
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2023
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Education,Education & Educational Research
    Teaching
    Secondary school teacher training
    Secondary education
    Questionnaire validation
    Digital competence
    Revistas de ciencias de la educación
    Psicología
    Pedagogical & educational research
    Education & educational research
    Education
    Educación
    Educació
    Ciencias de la educación
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