Digital Instructional Material Development Competency Scale for Pre-Service Teachers

Abstract

Abstract While extant studies on digital competence have yielded insights into contemporary digital competencies, the need for operational definitions remains paramount to assess both teacher candidates' awareness and capacity, as well as the efficacy of pedagogical practices in this domain. Therefore, the objective of this study is to develop a valid and reliable scale to measure Digital Instructional Material Development Competence (DIMDC). Therefore, the objective of this study was to develop a valid and reliable scale to measure DIMDC. To this end, a literature review was conducted, expert opinion was sought, and a 32-item item pool was created. The form created using this item pool was administered to 252 teacher candidates. The data were then subjected to exploratory factor analysis (EFA), a statistical method for identifying underlying structures in complex datasets. This analysis yielded a scale form comprising 16 items and 3 factors, accounting for 70.72% of the observed variance. The aforementioned factors were designated technopedagogical competence, design competence, and technical competence. The data was collected separately from 348 teacher candidates for confirmatory factor analysis (CFA). The goodness-of-fit indices of the model, as confirmed by CFA, were found to be within the established measurement ranges. Convergent, discriminant validity, and composite reliability coefficient values were calculated for all sub-factors of the scale based on the findings of the CFA. Additionally, Cronbach’s alpha reliability coefficient was determined to be .94 for both the EFA and CFA groups. The findings related to the validity and reliability of the scale indicate that it is a valid and reliable instrument for assessing teacher candidates' DTMDC.

Keywords

• Digital Instructional Material
• Pre-service teachers
• scale

Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği

Abstract

Öz Dijital yeterlik konusundaki çalışmalar güncel dijital yeterlikler hakkında bilgi verse de hem öğretmen adaylarının farkındalık ve kapasitelerini hem de bu konudaki öğretim uygulamalarının etkililiğini belirlemek amacıyla operasyonel tanımlamaya ihtiyaç vardır. Dolayısıyla bu çalışmada, Dijital Öğretim Materyali Geliştirme Yeterliği (DÖMGeY) ölçmek amacıyla geçerliği ve güvenirliği test edilip sağlanmış bir ölçek geliştirmek amaçlanmıştır. Bu amaç doğrultusunda bir literatür taraması yapılmış, uzman görüşüne başvurulmuş ve 32 maddelik madde havuzu oluşturulmuştur. Bu madde havuzu kullanılarak oluşturulan form, 252 öğretmen adayına uygulanmıştır. Bu veriler açımlayıcı faktör analizi (AFA) ile çözümlenmiş ve varyansın %70,72’sini açıklayan 16 madde ve 3 faktörden oluşan ölçek formuna ulaşılmıştır. Bu faktörler teknopedagojik yeterlik, tasarımsal yeterlik ve teknik yeterlik olmak üzere isimlendirilmiştir. Doğrulayıcı faktör analizi (DFA) için 348 öğretmen adayından ayrı zamanda veri toplanmıştır. DFA ile doğrulanan modelin uyum iyiliği indeksleri ise iyi ve kabul edilebilir ölçüm aralıklarında olduğu tespit edilmiştir. DFA bulgularıyla ölçeğin tüm alt faktörleri için yakınsak, ıraksak geçerlik ve birleştirici güvenirlik katsayı değerleri hesaplanmıştır. Ayrıca Cronbach alfa güvenirlik katsayısı AFA ve DFA grubu için .94 olarak bulunmuştur. Tüm bu geçerlik ve güvenirlikle ilgili bulgular ölçeğin öğretmen adaylarının DÖMGeY’lerini belirlemede güvenilir ve geçerli olduğunu kanıtlamaktadır.

Keywords

• Dijital öğretim materyali
• Öğretmen adayları
• Ölçek

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