Araştırma Makalesi
BibTex RIS Kaynak Göster

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

Yıl 2024, , 527 - 542, 26.06.2024

Arzu Karagül , İsmail Kinay

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

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

Eğitim 5.0 dijital öğrenme teknolojileri öz-yeterlik öğretmen adayı ölçek geliştirme

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

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

Yıl 2024, , 527 - 542, 26.06.2024

Arzu Karagül , İsmail Kinay

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

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

Education 5.0 digital learning technologies self-efficacy pre-service teacher scale development

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
Toplam 113 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Ölçek Geliştirme
Bölüm Araştırma Makalesi
Yazarlar

Arzu Karagül 0000-0003-0670-7050

İsmail Kinay 0000-0001-8963-8411

Yayımlanma Tarihi 26 Haziran 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

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

e-ISSN: 2147-1606

14550        14551