Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study

Arzu Karagül; İsmail Kinay

doi:10.30703/cije.1370433

EN TR

Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study

Öz

This study aimed to develop a valid and reliable measurement tool that examined pre-service teachers’ digital learning technologies self-efficacy based on Education 5.0. Scale development stages were applied in the study. The participants consisted of 1083 pre-service teachers studying in education faculties at three different state universities during the 2022-2023 academic year. To assess the scale’s validity and reliability content, face and construct validities were examined. Besides, the dataset was divided into two equal parts (n=541) for Exploratory Factor Analysis (EFA) and (n=542) for Confirmatory Factor Analysis (CFA) to confirm its validity and reliability. The analysis results revealed a 5-point Likert-type measurement tool consisting of 25 items and 5 different factors was obtained and confirmed by CFA. The Cronbach's Alpha internal consistency coefficient was found as (≥.91), indicating strong internal consistency. The model fit indices (x^2/df = 2.145; p <.01; AGFI = .90, GFI = .92, CFI = .93, IFI = .93, RMSEA = .46, SRMR = .41, RMR = .40) were determined to be accepted with criterion value ranges. In conclusion, the study contributes a valid and reliable scale to the field for evaluating pre-service teachers’ digital learning technologies self-efficacy based on Education 5.0.

Anahtar Kelimeler

Öğretmen Adayları için Eğitim 5.0 Dijital Öğrenme Teknolojileri Öz-Yeterlik Ölçeği: Geçerlik ve Güvenirlik Çalışması

Öz

Bu çalışmanın amacı, öğretmen adaylarının dijital öğrenme teknolojileri öz-yeterliklerini Eğitim 5.0 bağlamında inceleyen geçerli ve güvenirli bir ölçme aracı geliştirmektir. Çalışmada ölçek geliştirme aşamaları uygulanmıştır. Katılımcılar, 2022-2023 akademik yılında üç farklı devlet üniversitesinin eğitim fakültelerinde öğrenim gören 1083 öğretmen adayından oluşmaktadır. Ölçeğin geçerlik ve güvenirliği; kapsam, görünüş ve yapı geçerliği analizleriyle gerçekleştirilmiştir. Bununla birlikte, veri seti Açımlayıcı Faktör Analizi (AFA) (n=541) ve Doğrulayıcı Faktör Analizi (DFA) için (n=542) iki eşit parçaya ayrılmıştır. Analiz sonuçları, 25 madde ve 5 farklı faktörden oluşan 5’li Likert-tipi bir ölçme aracı modelinin elde edildiğini ve DFA ile doğrulandığını göstermektedir. Cronbach Alfa iç tutarlık katsayısı (≥.91) olarak bulunmuş ve pozitif bir iç tutarlılık göstermektedir. Model uyum indeksleri (x^2/df = 2.145; p <.01; AGFI = .90, GFI = .92, CFI = .93, IFI = .93, RMSEA = .46, SRMR = .41, RMR = .40) kabul edilen ölçüt değer aralıklarıyla uyumlu bulunmuştur. Sonuç olarak bu çalışma, öğretmen adaylarının dijital öğrenme teknolojileri öz-yeterliklerini Eğitim 5.0 bağlamında değerlendirmek için geçerli ve güvenirli bir ölçek olarak alana katkı sağlamıştır.

Anahtar Kelimeler

Kaynakça

Abdel-Basset, M., Manogaran, G., Mohamed, M., & Rushdy, E. (2018). Internet of things in smart education environment: Supportive framework in the decision-making process. Concurrency and Computation: Practice and Experience, 31(10), 1-12. https://doi.org/10.1002/cpe.4515
Agbo, F. J., Oyelere, S. S., Suhonen, J., & Tukiainen, M. (2021). Scientific production and thematic breakthroughs in smart learning environments: A bibliometric analysis. Smart Learning Environments, 8(1). 1-25. https://doi.org/10.1186/s40561-020-00145-4
Akın, N., Mayatürk-Akyol, E., & Sürgevil-Dalkılıç, O. (2021). An evaluation of the concept of society 5.0 in the light of academic publications. Atatürk University Journal of Economics and Administrative Sciences, 35(2), 577-593. https://doi.org/10.16951/atauniiibd.792750
Akkoyunlu, B., Yılmaz-Soylu, M., & Çağlar, M. (2010). A study on developing “Digital empowerment scale” for university students. Hacettepe University Journal of Education, 39(39), 10-19. http://efdergi.hacettepe.edu.tr/shw_artcl-455.html
Akramova, G. R. (2017). Modern approaches to development critical thinking of students. Eastern European Scientific Journal, (5), 1-4.
Aksu, G., Eser, M. T., & Güzeller, C. O. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları. Detay.
Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Seville: Joint Research Centre, Institute for Prospective Technological Studies, 7-60. https://www.researchgate.net/
Ardıç, E., & Altun, A. (2017). Dijital çağın öğreneni. International Journal of New Approach in Social Studies, 1(1), 12-30. https://dergipark.org.tr/en/pub/sbyy/issue/34271/374055

Auricchio, P. (2017). Steps on the way to omni-learning. In digital age learning, explorations of the digital world and the potential for learning. The EFMD Global Focus, 2(11). https://www.globalfocusmagazine.com/
Aydın, A. (2019). The examination of 21st century skills in teacher education within the framework of English pre-service teachers’ views [Published master thesis]. Hacettepe University.
Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79-86. https://doi.org/10.1177/0748175613513808
Bağcı, E., & İçöz, O. (2019). Digitalized tourism through Z and Alpha generation. Güncel Turizm Araştırmaları Dergisi, 3(2), 232-256. https://doi.org/10.32572/guntad.578926
Bandura, A. (1997). Self-efficacy: The exercise of control. (1st ed). W. H. Freeman and Company.
Bayrakçı, S. (2020). Digital literacy as a whole of digital competences: Scale development study [Published doctoral thesis]. Marmara University.
Bekeš, E. R., & Galzina, V. (2022, May). Utilizing smart digital technology and artificial intelligence in education for transforming the way content is delivered. In 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 573-578).IEEE. https://doi.org/10.23919/MIPRO55190.2022.9803510
Bigirimana, S. (2021). Embedding intellectual propertiy in university education: Strides towards education 5.0. Academia Letters, 3035. https://doi.org/10.20935/AL3035
Bozkurt, A., Hamutoğlu, N. B., Liman-Kaban, A., Taşçı, G., & Aykul, M. (2021). Digital information age: Digital society, digital transformation, digital education and digital competencies. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(2), 35-63. https://doi.org/10.51948/auad.911584
Brown, T. A. (2015). Confimatory factor analysis for applied research. The Guilford.
Bundu, B., & Patta, P. (2019, 14-15 September). Professional teacher competences at elementary education in digital era. [Paper presentation]. In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, Makassar, South Sulawesi, Indonesia
Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Pegem Akademi.
Can, A. (2019). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245-276. https://doi.org/10.1207/s15327906mbr0102_10
Charkas, M. (2018). Spatial learning landscape (SLL) in the campus of the digital age. Architecture and Planning Journal, 24(1), 1-14. https://doi.org/10.54729/2789-8547.1016
Chasse, R. (2017). What is digital age learning? EFMD Global Focus, 2(10). www.globalfocusmagazine.com
Chirume, S. (2020). Sustainable professional development of primary school mathematics teachers in Zimbabwe through philosophy of education 5.0: Challenges and Prospects. Sumerianz Journal of Social Science, 3(12), 150-161. https://doi.org/10.47752/sjss.312.150.161
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Psychology.
Cortino, R. (2019). General self-efficacy and teacher sense of efficacy of generation z teacher candidates: An explanatory sequential mixed methods inquiry [Published doctoral thesis]. Texas A & M University-Corpus Christi. https://tamucc-ir.tdl.org/v
Cronbasch, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 10(3). 297-334. https://doi.org/10.1007/BF02310555
Çankaya, İ., Tan, Ç., & Balıkçı, S. (2020). Generation Z support autonomous management in school: Evaluation of teacher candidates’ views. Shanlax International Journal of Education, 8(4), 38-44. https://doi.org/10.34293/education.v8i4.3311
Çiftçi, B., & Bakar, M. H. D. (2020). Sosyal bilgiler öğretmen adaylarının 21. yüzyıl becerileri yeterlilik algılarının incelenmesi: (Nevşehir ili örneği). Kapadokya Eğitim Dergisi, 1(2), 44-60. https://dergipark.org.tr/en/pub/kaped/issue/72749/1182336
Demirci-Celep, N. (2020). Toplum 5.0: İnsan merkezli toplum. https://tedmem.org/mem-notlari/degerlendirme/toplum-5-0-insan-merkezli-toplum
DeVellis, R. F. (2017). Ölçek geliştirme: Kuram ve uygulamalar (Çev. T. Totan). Nobel. (Original yayın tarihi, 2012).
Dewi, P., Elihami, E., Usman, M.I., Asbar, A., & Saidang, S. (2020). Technology-Enhanced learning research in higher education: A remommendation system for creating courses using the management systems in the e-learning 5.0. In Journal of Physics: Conference Series, 1933(1), IOP Publishing. 1933 (2021) 012125. https://doi.org/10.1088/1742-6596/1933/1/012125
Dwiningrum. S. I. A. (2021). Strengthening resilience for learning transformation and anticipatory education in the era of society 5.0. In Y. W. Purnomo (Eds.), Educational innovation in society 5.0 era: Challenges and Opportunities. Routledge.
European Commission. (2018). EntreComp: The European entrepreneurship competence framework.https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8201&furtherPubs=yes
European Commission. (2019). Key competences for lifelong learning. https://doi.org/10.2766/291008
Fabrigar, L. R., & Wegener, D. T. (2011). Exploratory factor analysis: Understanding statistics. Oxford.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The Delphi Report. https://philpapers.org/archive/faccta.pdf
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Sevilla: Joint Research Centre, Institute for Prospective Technological Studies. https://doi.org/10.2791/82116
Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.
Finch, W. H. (2020). Exploratory factor analysis: Quantitative applications in the social sciences 182. Sage.
Fukuda, K. (2020). Science, technology and innovation ecosystem transformation toward society 5.0. International Journal of Production Economics, 220(107460), 1-14. https://doi.org/10.1016/j.ijpe.2019.07.033
Grand-Clement, S. (2017). Digital learning: Education and skills in the digital age. RAND Corporation and Corsham Institute. http://www.rand.org/t/CF369
Greenacre, M., Groenen, P.J.F., Hastie, T., D’Enza, A. L., Markos, A., & Tuzhilina, E. (2022). Nature Reviews Methods Primers,2(100), 2-24. https://doi.org/10.1038/s43586-022-00184-w
Güzeloğlu-Yörük, E., & Erat, S. (2021). Toplum 5.0 ve sosyal inovasyon. S. Z. İmamoğlu, & S. Erat (Eds.), Endüstri 4.0’dan toplum 5.0’a: Dijitalleşmenin gücü. (1. baskı, s.145-158). Nobel.
Hair, J., Hollingsworth, C. L., Randolph, A. B.., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management & Data Systems, 117(3), 442-458. http://dx.doi.org/10.1108/IMDS-04-2016-0130
Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2019). Multivariate data analysis. Cengage.
Harrington, D. (2009). Confirmatory factor analysis: Pocket guides to social work research methods. Oxford.
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman & Hall/CRC.
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University.
İlhan, M., Güler, N., & Taşdelen-Teker, G. (2020). Nicel veri toplama araçları. B. Oral, & A. Çoban (Eds.), Kuramdan uygulamaya: Eğitimde bilimsel araştırma yöntemleri. (1. baskı, s.77-111). Pegem.
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
Japan Prime Minister’s Office. (2017). Investment for the future strategy 2017. https://www.kantei.go.jp/jp/singi/keizaisaisei/pdf/miraitousi2017_summary.pdf
Kaiser, H. F. (1958). The varimax criterion for analytic rotation in factor analysis. Psychometrika, 23(3), 187-200. https://doi.org/10.1007/BF02289233
Kaiser, H. F. (1959). Computer program for varimax rotation in factor analysis. Educational and Psychological Measurement, 19(3). https://doi.org/10.1177/001316445901900314
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
Kaiser, H. F., & Rice, J. (1974). Little jiffy, mark IV. Educational and psychological measurement, 34(1), 111-117. https://doi.org/10.1177/001316447403400115
Kaiser, H. F. (1991). Coefficient alpha for a principal component and the kaiser-guttman rule. Psyhological Reports, 68, 855-858. https://doi.org/10.2466/pr0.1991.68.3.855
Karabacak, Z. İ., & Sezgin, A. A. (2019). Digital transformation and digital literacy in Turkey. Türk İdare Dergisi, 1(488), 319-343.
Karakuş, İ., Sünbül, Ö., & Kılıç, F. (2022). Teacher candidate digital proficiency perception scale: Validity and reliability study. Bayburt Eğitim Fakültesi Dergisi, 17(35), 935-956. https://doi.org/10.35675/befdergi.883974
Karadoğan, A. (2019). Z kuşağı ve öğretmenlik mesleği. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 9-41. https://doi.org/10.31463/aicusbed.597636
Karagöz, Y., & Bardakçı, S. (2020). Bilimsel araştırmalarda kullanılan ölçme araçları ve ölçek geliştirme. Nobel.
Keidanren (2019). Annual report. https://www.keidanren.or.jp/en/
Keidanren (2020).The evolotion of ESG investment, realization of society 5.0, and achievement of SDGs. https://www.keidanren.or.jp/en/policy/2020/026_report.pdf
Kellevezir, I. (2022). Eğitim ve istihdam ekosistemleri temelinde toplum 5.0. Ö. Çakır, Z. Toprak-Karaman, & Y. Özkaya (Eds.), Gelecek ne getirecek? Tüm yönleriyle toplum 5.0. (2. baskı, s.221-240). Nobel.
Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford.
Koç, F. (2021). Geleceğin pazarlama anlayışı (Dijitaleşmenin etkisi). S. Z. İmamoğlu, & S. Erat (Eds.), Endüstri 4.0’dan Toplum 5.0’a dijitalleşmenin gücü. (1st ed, 215-231). Nobel.
Koper, R. (2014). Conditions for effective smart learning environments. Smart Learning Environments, 1(5). 1-17. https://doi.org/10.1186/s40561-014-0005-4
Kummitha, R. K. R. (2019). Smart cities and entrepreneurship: An agenda for future research. Technological Forecasting and Social Change, 149, 119763, 1-9. https://doi.org/10.1016/j.techfore.2019.119763
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Levano-Francia, L., Sanchez Diaz, S., Guillén-Aparicio, P., Tello-Cabello, S., Herrera-Paico, N., & Collantes-Inga, Z. (2019). Digital competences and education. Journal of Educational Psychology-Propositos y Representaciones, 7(2), 569-588. http://dx.doi.org/10.20511/pyr2019.v7n2.329
Liang, W. J., & Lim, F. V. (2020). A pedagogical framework for digital multimodal composing in the English language classroom. Innovation in Language Learning and Teaching, 1(15), 1-15. https://doi.org/10.1080/17501229.2020.1800709
Manesh, M. F., Pellegrini, M. M., Marzi, G., & Dabic, M. (2020). Knowledge management in the fourth industrial revolution: Mapping the literature and scoping future avenues. IEEE Transactions on Engineering Management, 68(1), 1-22. https://doi.org/10.1109/TEM.2019.2963489
Mehmood, R., Alam, F., Albogami, N. N., Katib, I., Albeshri, A., & Altowaijri, S. M. (2017). UTiLearn: a personalised ubiquitous teaching and learning system for smart societies. IEEE Access, 5, 2615-2635. https://doi.org/10.1109/ACCESS.2017.2668840
Murat, A. (2018). Investigation of prospective science teachers 21st century skills competence perceptions and attitudes toward STEM [Published master thesis]. Fırat University.
Nordén, L. A., Mannila, L., & Pears, A. (2017, October 18-21). Development of a self-efficacy scale for digital competences in schools [Paper presentation]. 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN, USA. https://ieeexplore.ieee.org/document/8190673
Nunnally, J.C. (1978). An overview of psychological measurement. In B.B. Wolman (Eds.), Clinical Diagnosis of Mental Disorders. (pp. 97-146). Springer. https://doi.org/10.1007/978-1-4684-2490-4_4
Ocak, G., & Karakuş, G. (2018). Pre-service teachers’ digital literacy self-efficacy scale development. Kastamonu Education Journal, 26(5), 1427-1436. https://doi.org/10.24106/kefdergi.1931
Olur, B., & Ocak, G. (2021). Digital literacy self-efficacy scale: A scale development study. African Educational Research Journal, 9(2), 581-590. https://doi.org/10.30918/AERJ.92.21.074
Ömür, Ö. (2021). Characteristics of generation Z piano students from the perspective of piano teachers. International Journal of Education & Literacy Studies, 9(4), 278-285. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.278
Öztürk, F., & Ateş, E. (2021 Mart). İnsanlık yararına teknolojik dönüşüm: Toplum 5.0. Bilim ve Teknik Dergisi. https://bilimteknik.tubitak.gov.tr/system/files/makale/toplum_5.pdf
Pallant, J. (2016). SPSS survival manual. A step by step guide to data analysis using IBM SPSS. Routledge. Partnership for 21st Century Learning. (2019). Framework for 21st century learning definitions. http://www.p21.org/
Punie, Y. (2007). Learning Spaces: An ICT‐enabled model of future learning in the knowledge‐based Society. European Journal of Education, 42(2), 185-199. https://doi.org/10.1111/j.1465-3435.2007.00302.x
Reisoğlu, İ., & Çebi, A. (2022). Dijtal yeterlik ve kuramsal çerçeveler. A. Çebi (Ed.), Dijital yeterlik: Dijital çağda dönüşüm yolculuğu. (3rd ed, 1-16). Pegem Akademi.
Ringnér, M. (2008). What is principal component analysis? Nature biotechnology, 26(3), 303-304. https://doi.org/10.1038/nbt0308-303
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599. https://doi.org/10.1007/s40593-016-0110-3
Sa, M. J., & Serpa, S. (2020). COVID-19 and the Promotion of digital competences in education. Universal Journal of Educational Research, 8(10), 4520-4528. http://doi.org/10.13189/ujer.2020.081020
Shatto, B., & Erwin, K. (2016). Moving on from millennials: Preparing for generation Z. The Journal of Continuing Education in Nursing, 47(6), 253-254. https://pubmed.ncbi.nlm.nih.gov/27232222/
Sönmez, V., & Alacapınar, G. (2016). Sosyal bilimlerde ölçme aracı hazırlama. Anı.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. http://www.mpr-online.de
Suwanroj, T., Leekitchwatana, P., & Pimdee, P. (2019). Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions. JOTSE: Journal of Technology and Science Education, 9(3), 340-356. https://doi.org/10.3926/jotse.645
Şimşek, Ö., & Yazar, T. (2016). Education technology standards self-efficacy (ETSSE) scale: A validity and reliability study. Eurasian Journal of Educational Research, 63, 311-334. https://dergipark.org.tr/en/pub/ejer/issue/24399/258662
Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics. Pearson.
Taş, H. Y., Demirdöğmez, M., & Küçükoğlu, M. (2017). Possible effects of future architects’ Z generation on business life. International Journal of Society Researches, 7(13), 1031-1048. https://doi.org/10.26466/opus.370345
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel.
Toker, T., Akgün, E., Cömert, Z., & Edip, S. (2021). Digital competency scale for educators: Adaptation, validity and reliability study. Milli Eğitim Dergisi, 50(230), 301-328. https://doi.org/10.37669/milliegitim.801607
Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C. (2002). Assessing creativity: A guide for educators. National Research Center on the Gifted and Talented. https://eric.ed.gov/?id=ED505548
TÜBİTAK. (2021). Öncelikli Ar-Ge ve yenilik konuları. https://www.tubitak.gov.tr/
Ulfert-Blank, A. S., & Schmidt, I. (2022). Assessing digital self-efficacy: Review and scale development. Computers & Education 191, 104626, 1-23. https://doi.org/10.1016/j.compedu.2022.104626
UNESCO. (2022). Reimagining our futures together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
Van Deursen, A. J. A. M, Van der Zeeuw, A., de Boer, P., Jansen, G., & Van Rompay, T. (2021). Development and validation of the internet of things skills scale (IoTSS). Information, Communication & Society, 1-17. https://doi.org/10.1080/1369118X.2021.1900320
Vista, A., Kim, H., & Care, E. (2018). Use of data from 21st century skills assessments: Issues and key principles. Center for Universal Education at The Brookings Institution. https://eric.ed.gov/?id=ED597215
Vuorikari Rina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site). https://econpapers.repec.org/paper/iptiptwpa/jrc128415.htm
Walker, J., Leon-Urrutia, M., Hewitt, S., Taibi, D., Pospelova, V., Splendore, S., Mauro, A. N., Scholze, T., Urbsiene, L., & Marjanovic, U. (2019). Data literacy: From higher education to the workplace. https://dedalus.pa.itd.cnr.it/en /
Wang, X., Wang, Z., Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale. Journal of Computer Assisted Learning, 37(4), 1-14. https://doi.org/10.1111/jcal.12546
Wilson, F. R., Pan, W., & Schumsky, D. A. (2012). Recalculation of the critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 45(3), 197-210. https://doi.org/10.1177/0748175612440286
World Economic Forum. (2020). The future of jobs report 2020. Geneva, Switzerland: World Economic Forum. https://www.weforum.org/reports/the-future-of-jobs-report-2020
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127
Yamano, T., Fukushima, C., & Toda, K. (2020). R&D strategy and its deployment in the ICT field toward realizing society 5.0. H. Mitomo (Ed.), Telecommunications policies of Japon. (1. ed, p. 221-236). Springer. https://www.springer.com/series/16002
Yaşlıoğlu, M. M. (2017). Factor analysis and validity in social sciences: Application of exploratory and confirmatory factor analyses. Istanbul University Journal of the School of Business, 1(46), 74-85. http://dergipark.ulakbim.gov.tr/iuisletme
Yazar, T., & Keskin, İ. (2016). Examination of prospective teachers’ digital competence in the context of lifelong learning. Internationl Journal of Curriculum and Instructional Studies,6(12), 133-150. https://www.ijocis.com/index.php/ijocis/article/view/161
Yılmaz, E., Aktürk, A., & Çapuk, S. (2021). Developing digital teacher competency scale: A validity and reliability study. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (38), 34-68. https://doi.org/10.14520/adyusbd.950728

Ayrıntılar

Birincil Dil

İngilizce

Konular

Ölçek Geliştirme

Bölüm

Araştırma Makalesi

Yazarlar

Arzu Karagül ^*
0000-0003-0670-7050
Türkiye

İsmail Kinay
0000-0001-8963-8411
Türkiye

Yayımlanma Tarihi

26 Haziran 2024

Gönderilme Tarihi

3 Ekim 2023

Kabul Tarihi

19 Şubat 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 13 Sayı: 2

DOI

https://doi.org/10.30703/cije.1370433

IZ

https://izlik.org/JA84CG92XN

Kaynak Göster

RIS / Bibtex

APA

Karagül, A., & Kinay, İ. (2024). Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), 527-542. https://doi.org/10.30703/cije.1370433

AMA

1.Karagül A, Kinay İ. Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study. CUE. 2024;13(2):527-542. doi:10.30703/cije.1370433

Chicago

Karagül, Arzu, ve İsmail Kinay. 2024. “Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study”. Cumhuriyet Uluslararası Eğitim Dergisi 13 (2): 527-42. https://doi.org/10.30703/cije.1370433.

EndNote

Karagül A, Kinay İ (01 Haziran 2024) Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study. Cumhuriyet Uluslararası Eğitim Dergisi 13 2 527–542.

IEEE

[1]A. Karagül ve İ. Kinay, “Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study”, CUE, c. 13, sy 2, ss. 527–542, Haz. 2024, doi: 10.30703/cije.1370433.

ISNAD

Karagül, Arzu - Kinay, İsmail. “Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study”. Cumhuriyet Uluslararası Eğitim Dergisi 13/2 (01 Haziran 2024): 527-542. https://doi.org/10.30703/cije.1370433.

JAMA

1.Karagül A, Kinay İ. Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study. CUE. 2024;13:527–542.

MLA

Karagül, Arzu, ve İsmail Kinay. “Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study”. Cumhuriyet Uluslararası Eğitim Dergisi, c. 13, sy 2, Haziran 2024, ss. 527-42, doi:10.30703/cije.1370433.

Vancouver

1.Arzu Karagül, İsmail Kinay. Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-Service Teachers: A Validity and Reliability Study. CUE. 01 Haziran 2024;13(2):527-42. doi:10.30703/cije.1370433