Öğretmenler için Bilgi ve İletişim Teknolojileri Entegrasyonu Yeterlikleri Ölçeğinin Türkçe’ye Uyarlanması

Year 2019, Volume: 8 Issue: 2, 437 - 456, 30.06.2019

Ümit Kul , Salih Birişçi , Veli Kutay

https://doi.org/10.14686/buefad.442836

Cited By: 1

Abstract

Adaptation of Teachers’ ICT Integration Proficiency Scale into Turkish

Abstract

The
purpose of the present study is to explore validity and reliability of the
Turkish adaptation of the “Teachers’ ICT Integration Proficiency Scale (TIPS)”
developed by Hsu (2017) from National Taiwan University. After the translation
stages of the Turkish form, it was applied to a total of 362 teachers from
different branches employed by different school types. The construct and
concurrent validity were used to determine the validity of the scale.
Confirmatory factor analysis completed for construct validity observed the
Turkish form of the scale had 5 dimensions and that this model had good fit
(χ2=151.58, SD=53, RMSEA=0.08, GFI=0.93, AGFI=0.88, CFI=0.95, NFI=0.91,
NNFI=0.96). For concurrent validity, there were significant correlations
observed between TIPS and TICTS. The Cronbach alpha coefficient and item-total
correlations were examined to determine the reliability of the scale. The
Cronbach alpha internal consistency reliability coefficients for the dimensions
of the scale of preparation (α = .77), production (α = .83), instruction (α =
.90), development (α = .79) and issues (α = .79) were determined to have
sufficient reliability. The correlation coefficients between the items and
total of the Turkish form of the scale were found to vary from 0.37 to 0.69.
These results show that the Turkish form of the scale is a valid and reliable
scale.

Keywords

Teacher ICT Integration, Proficiency, Scale Adaptation, Validity, Reliability

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