ÖĞRETMEN DİJİTAL YETERLİK ÖLÇEĞİNİN ÖĞRETMEN ADAYLARINA UYARLANMASI

Öz

Bilgi ve iletişim teknolojilerindeki hızlı gelişim, eğitimde dijital dönüşümün önemini giderek artırmaktadır. Bu dönüşüm öğretmenlerin dijital yeterliliklere sahip olmasını zorunlu hale getirmiş olup, bu konuda birçok ulusal ve uluslararası kuruluş öğretmen dijital yeterlilikleri için çeşitli çerçeveler oluşturmuştur. Öğretmenlerin bu yeterliliklerini geliştirmeleri, yenilenen öğretim ve öğrenme stratejileri kullanılarak üretken öğrenme ortamları oluşturulmasında kritik öneme sahiptir. Geleceğin öğretmenleri olan öğretmen adaylarının dijital yeterlilik deneyimleri, mesleki yaşamlarında teknoloji kullanımını etkilemektedir. Bu nedenle, öğretmen eğitimindeki eksikliklerin belirlenmesi ve giderilmesinde dijital yeterlilik düzeylerinin belirlenmesi ve iyileştirilmesine yönelik adımlar atılması önemlidir. Bu amaçlar doğrultusunda, Gümüş ve Kukul (2023) tarafından geliştirilen dijital yeterlilik ölçeğinin öğretmen adayları üzerinde uygulanabilirliği çalışma kapsamında test edilmiştir. 46 maddeden oluşan ve 6 faktörlü yapıya sahip orijinal ölçek, 330 katılımcının verileriyle yapılan açımlayıcı faktör analizi sonucunda 39 maddelik ve 5 faktörlü yapıya indirgenmiştir. Faktörlerin toplam varyansın %62,35'ini açıkladığı bulunmuştur. Daha sonra 514 katılımcı ile doğrulayıcı faktör analizi yapılmış ve ölçeğin geçerli ve güvenilir olduğu kanıtlanmıştır. Elde edilen son uyum değerleri [x2/df=2,394; GFI=.909; NFI=.922; CFI=.953; RMSEA=.052; RMR=.033; SRMR=.043]'tür. Sonuç olarak 25 madde ve beş faktörden oluşan ölçek, hizmet öncesi öğretmenlerin dijital yeterliliğini ölçmede geçerli ve güvenilir bir araç olarak sunulmuştur. Ölçeğin, öğretmen yetiştirme programlarının güncellenmesi ve geliştirilmesi süreçlerine de katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

• dijital yeterlilik;
• bilgi ve iletişim teknolojileri;
• öğretmen adayları;
• dijital yeterlilik ölçeği

ADAPTATION OF THE TEACHER DIGITAL COMPETENCE SCALE TO PRE-SERVICE TEACHERS

Abstract

The rapid development of information and communication technologies gradually increases the importance of digital transformation in education. This transformation has made it mandatory for teachers to have digital competences, and in this regard, many national and international organizations have created various frameworks for teacher digital competences. Teachers' development of these competences is critical in creating productive learning environments using renewed teaching and learning strategies. The digital competence experiences of preservice teachers, who are the future teachers, affect their use of technology in their professional lives. Therefore, taking steps to determine and improve digital competence levels is important in identifying and eliminating deficiencies in teacher education. For these purposes, the applicability of the digital competence scale developed by Gümüş and Kukul (2023) on preservice teachers was tested within the scope of the study. The original scale, which consisted of 46 items and had a 6-factor structure, was reduced to a 39-item and 5-factor structure as a result of exploratory factor analysis conducted with the data of 330 participants. It was found that the factors explained 62.35% of the total variance. Then, confirmatory factor analysis was conducted with 514 participants, and the scale was proven valid and reliable. The final fit values obtained are [x2/df=2.394; GFI=.909; NFI=.922; CFI=.953; RMSEA=.052; RMR=.033; SRMR=.043]. As a result, the scale comprising 25 items and five factors is presented as a valid and reliable tool for measuring the digital competence of preservice teachers. It is thought that the scale will also contribute to teacher training programs' updating and development processes.

Keywords

• digital competence
• information and communication technologies
• preservice teachers
• digital competence scale

Kaynakça

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